Democracy for Some: The Civic Opportunity Gap in High School. Circle Working Paper 59

ERIC Educational Resources Information Center

Kahne, Joseph; Middaugh, Ellen

2008-01-01

In a study of high school civic opportunities, the authors found that student race and academic track, and a school's average socioeconomic status (SES) determines the availability of the school-based civic learning opportunities that promote voting and broader forms of civic engagement. High school students attending higher SES schools, those who…

Implementation of the C-Average Policy. 1987-1990. (Revised).

ERIC Educational Resources Information Center

Bland, June

Student participation in athletics and other extracurricular activities has declined following the implementation of the C-Average Policy in Washington (District of Columbia) junior and senior high schools. However, few students and advisors attributed the lack of participation to the policy, particularly at the senior high school level. Intended…

Trends in Personal Belief Exemption Rates Among Alternative Private Schools: Waldorf, Montessori, and Holistic Kindergartens in California, 2000–2014

PubMed Central

Bednarczyk, Robert A.; Richards, Jennifer L.; Allen, Kristen E.; Warraich, Gohar J.; Omer, Saad B.

2017-01-01

Objectives. To evaluate trends in rates of personal belief exemptions (PBEs) to immunization requirements for private kindergartens in California that practice alternative educational methods. Methods. We used California Department of Public Health data on kindergarten PBE rates from 2000 to 2014 to compare annual average increases in PBE rates between schools. Results. Alternative schools had an average PBE rate of 8.7%, compared with 2.1% among public schools. Waldorf schools had the highest average PBE rate of 45.1%, which was 19 times higher than in public schools (incidence rate ratio = 19.1; 95% confidence interval = 16.4, 22.2). Montessori and holistic schools had the highest average annual increases in PBE rates, slightly higher than Waldorf schools (Montessori: 8.8%; holistic: 7.1%; Waldorf: 3.6%). Conclusions. Waldorf schools had exceptionally high average PBE rates, and Montessori and holistic schools had higher annual increases in PBE rates. Children in these schools may be at higher risk for spreading vaccine-preventable diseases if trends are not reversed. PMID:27854520

Trends in Personal Belief Exemption Rates Among Alternative Private Schools: Waldorf, Montessori, and Holistic Kindergartens in California, 2000-2014.

PubMed

Brennan, Julia M; Bednarczyk, Robert A; Richards, Jennifer L; Allen, Kristen E; Warraich, Gohar J; Omer, Saad B

2017-01-01

To evaluate trends in rates of personal belief exemptions (PBEs) to immunization requirements for private kindergartens in California that practice alternative educational methods. We used California Department of Public Health data on kindergarten PBE rates from 2000 to 2014 to compare annual average increases in PBE rates between schools. Alternative schools had an average PBE rate of 8.7%, compared with 2.1% among public schools. Waldorf schools had the highest average PBE rate of 45.1%, which was 19 times higher than in public schools (incidence rate ratio = 19.1; 95% confidence interval = 16.4, 22.2). Montessori and holistic schools had the highest average annual increases in PBE rates, slightly higher than Waldorf schools (Montessori: 8.8%; holistic: 7.1%; Waldorf: 3.6%). Waldorf schools had exceptionally high average PBE rates, and Montessori and holistic schools had higher annual increases in PBE rates. Children in these schools may be at higher risk for spreading vaccine-preventable diseases if trends are not reversed.

Predicting Long-Term College Success through Degree Completion Using ACT[R] Composite Score, ACT Benchmarks, and High School Grade Point Average. ACT Research Report Series, 2012 (5)

ERIC Educational Resources Information Center

Radunzel, Justine; Noble, Julie

2012-01-01

This study compared the effectiveness of ACT[R] Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours earned), degree completion, and cumulative grade point average (GPA) at 150% of normal time to degree…

High School Readers: A Profile of above Average Readers and Readers with Learning Disabilities Reading Expository Text

ERIC Educational Resources Information Center

Wigent, Catherine Ann

2011-01-01

High school students are challenged to meet higher standards in order to ensure that they are prepared to face the literacy demands of our twenty-first century society (Beaufort, 2009; A. S. Erickson, Kleinhammer-Tramill, & Thurlow, 2007; Vernon, Baytops, McMahon, Padden, & Walther-Thomas, 2003). This study examined both above average high school…

Exposure to School and Classroom Racial Segregation in Charlotte-Mecklenburg High Schools and Students' College Achievement

ERIC Educational Resources Information Center

Giersch, Jason; Bottia, Martha Cecilia; Mickelson, Roslyn Arlin; Stearns, Elizabeth

2016-01-01

In this study we investigate Charlotte-Mecklenburg Schools (CMS) high school graduates' academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of…

The Qualifications of Teachers in American High Schools.

ERIC Educational Resources Information Center

Pascal, Anthony

This monograph describes the formal qualifications of the teachers currently teaching in public high schools and notes the variations of qualifications among schools with different characteristics. A survey of an average of 30 randomly selected teachers in each of 340 comprehensive high schools obtained information on: (1) the number of college…

Inquiry-Based Laboratory Activities in Electrochemistry: High School Students' Achievements and Attitudes

ERIC Educational Resources Information Center

Sesen, Burcin Acar; Tarhan, Leman

2013-01-01

This study aimed to investigate the effects of inquiry-based laboratory activities on high school students' understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N =…

CHARACTERISTICS OF THE TECHNICAL EDUCATION STUDENT.

ERIC Educational Resources Information Center

MILLER, AARON J.

THE POST-HIGH SCHOOL TRAINEE SHOULD BE A HIGH SCHOOL GRADUATE OR THE EQUIVALENT. A FAIR DEGREE OF PROFICIENCY IN MATHEMATICS AND SCIENCE IS REQUIRED. IT IS REASONABLE TO EXPECT THE COMPLETION OF 2 YEARS OF HIGH SCHOOL MATHEMATICS AND 1 YEAR OF HIGH SCHOOL SCIENCE. SOME BACKGROUND IN DRAFTING AND SHOP IS DESIRABLE. THE STUDENT SHOULD BE AVERAGE OR…

Biology Factual Knowledge at Eleventh Grade of Senior High School Students in Pacitan based on Favorite Schools

NASA Astrophysics Data System (ADS)

Yustiana, I. A.; Paidi; Mercuriani, I. S.

2018-03-01

This study aimed to determine the Biology factual knowledge at eleventh grade of senior high school students in Pacitan based on favorite schools. This research was a descriptive research by using survey method. The population in this study was all of senior high school students in Pacitan. The sampling technique used purposive sampling technique and obtained 3 favorite schools and 3 non-favorite schools. The technique of collecting data used test form which was as the instrument of the research. Data analysis technique used Mann-Whitney U test. Based on the test, it was obtained p = 0,000 (p <0,05) so there was a significant difference between the factual knowledge of the students in the favorite schools and non-favorite schools in Pacitan. The factual knowledge of students in favorite schools was higher with an average of 5.32 while non-favorite schools were obtained an average of 4.36.

High School Grade Inflation from 2004 to 2011. ACT Research Report Series, 2013 (3)

ERIC Educational Resources Information Center

Zhang, Qian; Sanchez, Edgar I.

2013-01-01

This study explores inflation in high school grade point average (HSGPA), defined as trend over time in the conditional average of HSGPA, given ACT® Composite score. The time period considered is 2004 to 2011. Using hierarchical linear modeling, the study updates a previous analysis of Woodruff and Ziomek (2004). The study also investigates…

Predicting Academic Success in First-Year Mathematics Courses Using ACT Mathematics Scores and High School Grade Point Average

ERIC Educational Resources Information Center

Mayo, Sandra Sims

2012-01-01

Improving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors…

Align High School with College for Greater Student Success

ERIC Educational Resources Information Center

Conley, David T.

2005-01-01

High school and college educators alike have to face the fact the high school and college are not nearly as well aligned as they need to be. Just taking college-prep courses in high school and achieving the grade point average required for admission are not sufficient to ensure student success in college. In this article, the author discusses what…

Early Reading Programs in High-Poverty Schools: Emerald Elementary Beats the Odds.

ERIC Educational Resources Information Center

Fisher, Charles; Adler, Martha A.

This report describes the early reading program in Emerald Elementary School, located in a Midwest urban fringe district. From 1996 through 1998, Emerald's students performed well above the district average or near the state average on reading achievement. During this period, the school had at least half of its students eligible for free or…

Motivational Style and Actual and Perceived Academic Performance of Secondary School Students in Hong Kong

ERIC Educational Resources Information Center

Sit, Cindy H. P.; Braman, O. Randall; Kerr, John H.; Lindner, Koenraad J.

2013-01-01

This study examined the relationship between motivational style and academic achievement among 2,220 secondary school males and females in Hong Kong. Respondents were classified into high, average, or low academic performance (AAP) groups based on a single average for academic subjects obtained from their schools. Respondents were also classified…

Sleep Duration and Injury-Related Risk Behaviors Among High School Students--United States, 2007-2013.

PubMed

Wheaton, Anne G; Olsen, Emily O'Malley; Miller, Gabrielle F; Croft, Janet B

2016-04-08

Insufficient sleep is common among high school students and has been associated with an increased risk for motor vehicle crashes (1), sports injuries (2), and occupational injuries (3). To evaluate the association between self-reported sleep duration on an average school night and several injury-related risk behaviors (infrequent bicycle helmet use, infrequent seatbelt use, riding with a driver who had been drinking, drinking and driving, and texting while driving) among U.S. high school students, CDC analyzed data from 50,370 high school students (grades 9-12) who participated in the national Youth Risk Behavior Surveys (YRBSs) in 2007, 2009, 2011, or 2013. The likelihood of each of the five risk behaviors was significantly higher for students who reported sleeping ≤7 hours on an average school night; infrequent seatbelt use, riding with a drinking driver, and drinking and driving were also more likely for students who reported sleeping ≥10 hours compared with 9 hours on an average school night. Although insufficient sleep directly contributes to injury risk, some of the increased risk associated with insufficient sleep might be caused by engaging in injury-related risk behaviors. Intervention efforts aimed at these behaviors might help reduce injuries resulting from sleepiness, as well as provide opportunities for increasing awareness of the importance of sleep.

Exploring the Impact of Career Mentoring on High School Dropout: A Qualitative Phenomenological Investigation

ERIC Educational Resources Information Center

Raffington Ameir, Caroline

2012-01-01

According to Department of Education reports on public high school dropout rates for 2009, a national average of 44.3% of dropouts left their secondary school education in the 11th and 12th grades. The majority of school dropouts attributed the reason for dropping out of school to boredom. High social and economic costs associated with dropping…

Financial Literacy Skills of Students in Urban and Rural High Schools

ERIC Educational Resources Information Center

Valentine, Gregory P.; Khayum, Mohammed

2005-01-01

The purpose of this study was to determine the affect of various demographic and economic socialization factors on the results of a personal finance literacy quiz administered to rural and urban high school students in Indiana. Urban students had an average score of 50% on the quiz and rural students had a an average score of 51%. Planning to…

High School Completion Longitudinal Study

ERIC Educational Resources Information Center

Alberta Education, 2009

2009-01-01

While Alberta enjoys proven high, world-class results in student achievement, raising high school completion rates is one of the top priorities in improving the provincial education system. The 2011-12 targeted high school completion rate is 82% five years after entering Grade 10--a 2.5% increase from the current average rate of 79.5%. The purpose…

A Competing Risks Survival Analysis of High School Dropout and Graduation: A Two-Stage Model Specification Approach

ERIC Educational Resources Information Center

Yang, Fan

2017-01-01

There has been a wealth of research conducted on the high school dropouts spanning several decades. It is estimated that compared with those who complete high school, the average high school dropout costs the economy approximately $250,000 more over his or her lifetime in terms of lower tax contributions, higher reliance on Medicaid and Medicare,…

Predicting Early Academic Failure in High School from Prior Academic Achievement, Psychosocial Characteristics, and Behavior

ERIC Educational Resources Information Center

Casillas, Alex; Robbins, Steve; Allen, Jeff; Kuo, Yi-Lung; Hanson, Mary Ann; Schmeiser, Cynthia

2012-01-01

The authors examined the differential effects of prior academic achievement, psychosocial, behavioral, demographic, and school context factors on early high school grade point average (GPA) using a prospective study of 4,660 middle-school students from 24 schools. The findings suggest that (a) prior grades and standardized achievement are the…

Comparing Weighted and Unweighted Grade Point Averages in Predicting College Success of Diverse and Low-Income College Students

ERIC Educational Resources Information Center

Warne, Russell T.; Nagaishi, Chanel; Slade, Michael K.; Hermesmeyer, Paul; Peck, Elizabeth Kimberli

2014-01-01

While research has shown the statistical significance of high school grade point averages (HSGPAs) in predicting future academic outcomes, the systems with which HSGPAs are calculated vary drastically across schools. Some schools employ unweighted grades that carry the same point value regardless of the course in which they are earned; other…

Longitudinal Multilevel Models of the Big Fish Little Pond Effect on Academic Self-Concept: Counterbalancing Contrast and Reflected Glory Effects in Hong Kong Schools.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Kong, Chit-Kwong; Hau, Kit-Tai

Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated the effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond…

The Frog Pond Revisited: High School Academic Context, Class Rank, and Elite College Admission

ERIC Educational Resources Information Center

Espenshade, Thomas J.; Hale, Lauren E.; Chung, Chang Y.

2005-01-01

In this article, the authors test a "frog-pond" model of elite college admission proposed by Attewell, operationalizing high school academic context as the secondary school-average SAT score and number of Advanced Placement tests per high school senior. Data on more than 45,000 applications to three elite universities show that a high…

Puberty and the Education of Girls*

PubMed Central

CAVANAGH, SHANNON E.; RIEGLE-CRUMB, CATHERINE; CROSNOE, ROBERT

2010-01-01

This study extends previous research on the social psychological implications of pubertal timing to education by applying a life course framework to data from the National Longitudinal Study of Adolescent Health and from the Adolescent Health and Academic Achievement Study. Early pubertal timing, which has previously been associated with major social psychological changes in girls' lives during middle school, predicted girls' grade point average and probability of course failure at the start of high school. Because of this initial failure during the high school transition, it also predicted their probability of dropping out of high school, and, among those who graduated, their grade point average at the end of high school. Such research demonstrates one way in which the immediate social psychological risk of early pubertal timing, measured as the age at menarche, translates into long-term disadvantage for girls, thereby opening up new avenues of research for social psychologists interested in youth development, health, and education. PMID:20216926

School Attendance Revisited: A Study of Urban African American Students' GPA and Coping Strategies.

ERIC Educational Resources Information Center

Steward, Robbie J.; Steward, Astin Devine; Blair, Jonathan

This study investigated the degree to which at-risk, urban, African American high school students' coping strategies and grade point average (GPA) would predict attendance. Data were collected from 100 high school freshmen using the Adolescent Coping Orientation for Problem Experiences. Students' GPAs were identified through school records.…

Does Competition among Schools Encourage Grade Inflation?

ERIC Educational Resources Information Center

Walsh, Patrick

2010-01-01

This paper considers whether high schools in competitive environments use grade inflation to attract and retain families, perhaps in addition to more constructive responses. Two measures of grade inflation are used: the cutoffs used by each school to assign a letter grade to a percent score and high school grade point average after controlling for…

Nonacademic Effects of Homework in Privileged, High-Performing High Schools

ERIC Educational Resources Information Center

Galloway, Mollie; Conner, Jerusha; Pope, Denise

2013-01-01

This study used survey data to examine relations among homework, student well-being, and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper middle class communities. Results indicated that students in these schools average more than 3 hr of homework per night. Students who did more hours of homework…

Sustained Progress: New Findings about the Effectiveness and Operation of Small Public High Schools of Choice in New York City

ERIC Educational Resources Information Center

Bloom, Howard S.; Unterman, Rebecca

2013-01-01

In 2002, New York City embarked on an ambitious and wide-ranging series of education reforms. At the heart of its high school reforms were three interrelated changes: the institution of a district wide high school choice process for all rising ninth-graders, the closure of 31 large, failing high schools with an average graduation rate of 40…

Fiscal Accountability in Wisconsin's Public Elementary Schools. "Where Does the Money Go?" Volume 2, No. 1.

ERIC Educational Resources Information Center

White, Sammis B.; Rue, Richard C.

An average of 33.5 percent of school district expenditures is spent on classroom teachers' compensation in Wisconsin elementary schools. The range varies from a low of 21.4 percent to a high of 45.9 percent. Financial data were analyzed from the survey responses of 110 of Wisconsin's 431 districts. The reasons for the average proportion spent on…

Accounting for Advanced High School Coursework in College Admission Decisions

ERIC Educational Resources Information Center

Sadler, Philip M.; Tai, Robert H.

2007-01-01

The purpose of the current study is to investigate the feasibility of accounting for student performance in advanced high school coursework through the adjustment of high school grade point average (HSGPA) while separating out variables that are independently considered in the admission process, e.g., SAT/ACT scores, community affluence, type of…

Multi-Cultural Expedition into Mindfulness among High School Students

ERIC Educational Resources Information Center

Owen, Jonathan; Kalavala, Prathyusha

2012-01-01

In this article, the authors explain their experience in helping high school students deal with stress. Many international college students know first-hand that striving for academic success can be stressful, and American high school students are no exception. A recent study reported the percentage of students reporting good or above-average high…

[The inclusion of the subject safety in the school curriculum;checking the validity of the hypothesis in schools in three provinces].

PubMed

Prestigiacomo, Claudio; Catarinozzi, Elena; Rossi, Marina; Piccari, Ines; Battaglia, Valentina; Monaco, Edoardo

2014-01-01

According to Italian Legislative Decree no. 81/2008, workplace safety will have to be introduced in school and university curricula. The main objectives of this study of the Italian Ministry of Labour were to verify knowledge about workplace safety among primary and secondary school students and evaluate the effectiveness of a training course in improving students' knowledge. Three provinces with an above average workforce/injuries ratio (with respect to the national average) were identified. An evaluation questionnaire was administered to students in the three provinces. Students then attended training courses about workplace safety and were then administered the same questionnaire. Primary school students improved by an average of 35.5%, middle school students by 33.3%, high school students by 18.6%. Results suggests that the training intervention was effective.

Putting Kids on the Pathway to College: How Is Your School Doing? The College Pathways Tools

ERIC Educational Resources Information Center

Annenberg Institute for School Reform at Brown University (NJ1), 2010

2010-01-01

The College Pathways series grew out of the findings in "Beating the Odds," a study of thirteen high-performing New York City high schools by Carol Ascher and Cindy Maguire for the Annenberg Institute for School Reform. Each of the schools admitted ninth-graders with high poverty rates and far-below-average reading and math scores but produced…

The Effect of the Involvement within Career Academies by Elective Participation of Eleventh and Twelfth Grade High School Students during the Implementation Year

ERIC Educational Resources Information Center

Johnston, Nancy A.

2010-01-01

The purpose of this study was to determine the effect of elective participation in one of three implementation year Career Academies, Education, Entrepreneurship, or Finance, on upper-class high school academic grades, Grade Point Average, and school academy participation measures. Significance of the junior and senior year of high school, the…

Staying in School: A Proposal to Raise High School Graduation Rates. Discussion Paper 2012-07

ERIC Educational Resources Information Center

Messacar, Derek; Oreopoulos, Philip

2012-01-01

High school dropouts fare substantially worse than their peers on a wide variety of long-term economic outcomes. On average, a dropout earns less money, is more likely to be in jail, is less healthy, is less likely to be married, and is unhappier than a high school graduate. But despite this growing education gap, dropout rates have remained…

25 CFR 39.140 - How does a school qualify for a Small School Adjustment?

Code of Federal Regulations, 2014 CFR

2014-04-01

... lower grades and has a diploma-awarding high school component with an average instructional daily... 25 Indians 1 2014-04-01 2014-04-01 false How does a school qualify for a Small School Adjustment... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Small School Adjustment § 39.140...

25 CFR 39.140 - How does a school qualify for a Small School Adjustment?

Code of Federal Regulations, 2012 CFR

2012-04-01

... lower grades and has a diploma-awarding high school component with an average instructional daily... 25 Indians 1 2012-04-01 2011-04-01 true How does a school qualify for a Small School Adjustment... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Small School Adjustment § 39.140...

25 CFR 39.140 - How does a school qualify for a Small School Adjustment?

Code of Federal Regulations, 2013 CFR

2013-04-01

... lower grades and has a diploma-awarding high school component with an average instructional daily... 25 Indians 1 2013-04-01 2013-04-01 false How does a school qualify for a Small School Adjustment... INDIAN SCHOOL EQUALIZATION PROGRAM Indian School Equalization Formula Small School Adjustment § 39.140...

The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

NASA Astrophysics Data System (ADS)

Mulkerrin, Elizabeth A.

The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

A Comparative Study of the Persistence and Academic Achievement of "Project 60"& Regularly Enrolled Students at Middlesex Community College.

ERIC Educational Resources Information Center

Lee, Glenda E.

The Project 60 group was an experimental group of 53 disadvantaged students who would not have been admitted to Middlesex Community College through the regular admissions procedures. They had a high school average of 1.7 and were largely below average in reading, math, and composition, both in high school grades and individual testing. Project 60…

Beating the Odds: High-Achieving Elementary Schools in High-Poverty Neighborhoods.

ERIC Educational Resources Information Center

Connell, Noreen

This report examines elementary schools serving poor neighborhoods in New York City that have been able to bring their students up to or above the average for the city on standardized tests in the 1996-1997 school year to see how teachers, parents, students, and principals have worked together. After eliminating schools with new principals and…

Time Series in Education: The Analysis of Daily Attendance in Two High Schools

ERIC Educational Resources Information Center

Koopmans, Matthijs

2011-01-01

This presentation discusses the use of a time series approach to the analysis of daily attendance in two urban high schools over the course of one school year (2009-10). After establishing that the series for both schools were stationary, they were examined for moving average processes, autoregression, seasonal dependencies (weekly cycles),…

A Quantitative Study of Michigan High School Students' Perception of Parents' Role in Their Academic Success

ERIC Educational Resources Information Center

Williams, Veryl

2013-01-01

The purpose of this study was to examine the relationships between parental involvement in academic success as determined by grade point average and Michigan high school students' perception of parent involvement with school, participation in homework, recognition of academic success, knowledge of school policies, and support of participation in…

A Multidimensional Perspective of College Readiness: Relating Student and School Characteristics to Performance on the ACT®. ACT Research Report Series 2015 (6)

ERIC Educational Resources Information Center

McNeish, Daniel M.; Radunzel, Justine; Sanchez, Edgar

2015-01-01

This study examined the contributions of students' noncognitive characteristics toward explaining performance on the ACT® test, over and above traditional predictors such as high school grade point average (HSGPA), coursework taken, and school characteristics. The sample consisted of 6,440 high school seniors from 4,541 schools who took the ACT in…

The Effect of Residential School Choice on Public High School Graduation Rates. Education Working Paper No. 9

ERIC Educational Resources Information Center

Greene, Jay P.; Winters, Marcus A.

2005-01-01

This study evaluates the effect that the size of a state's school districts has on public high school graduation rates. The authors calculate the graduation rate over the last decade and examine the relationship between these graduation rates and changes in each state's average school district size. The study finds that decreasing the size of…

School lunch and snacking patterns among high school students: associations with school food environment and policies.

PubMed

Neumark-Sztainer, Dianne; French, Simone A; Hannan, Peter J; Story, Mary; Fulkerson, Jayne A

2005-10-06

This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p < .001). Student snack food purchases at school were significantly associated with the number of snack machines at schools (p < .001) and policies about the types of food that can be sold. In schools with policies, students reported making snack food purchases an average of 0.5 +/- 1.1 days/week as compared to an average of 0.9 +/- 1.3 days/week in schools without policies (p < .001). In schools in which soft drink machines were turned off during lunch time, students purchased soft drinks from vending machines 1.4 +/- 1.6 days/week as compared to 1.9 +/- 1.8 days/week in schools in which soft drink machines were turned on during lunch (p = .040). School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars.

School lunch and snacking patterns among high school students: Associations with school food environment and policies

PubMed Central

Neumark-Sztainer, Dianne; French, Simone A; Hannan, Peter J; Story, Mary; Fulkerson, Jayne A

2005-01-01

Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p < .001). Student snack food purchases at school were significantly associated with the number of snack machines at schools (p < .001) and policies about the types of food that can be sold. In schools with policies, students reported making snack food purchases an average of 0.5 ± 1.1 days/week as compared to an average of 0.9 ± 1.3 days/week in schools without policies (p < .001). In schools in which soft drink machines were turned off during lunch time, students purchased soft drinks from vending machines 1.4 ± 1.6 days/week as compared to 1.9 ± 1.8 days/week in schools in which soft drink machines were turned on during lunch (p = .040). Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars. PMID:16209716

The Effect of School Counselors' Domain Specialization on Seniors' Milestone Completion and College Access Planning

ERIC Educational Resources Information Center

Bond, Nancy J.

2013-01-01

The purpose of this study was to determine the effect of senior high school counselors' domain specializations--academic, advanced education, career, and personal/social--from two urban high schools, on alphabetically assigned graduating seniors' with low, mid-range, and high Grade Point Averages documented college and career readiness milestone…

Educational and Labor Market Performance of GED Recipients. Research Synthesis. Executive Summary.

ERIC Educational Resources Information Center

Boesel, David; Alsalam, Nabeel; Smith, Thomas M.

In 1995, nearly three-quarters of a million high school dropouts took the General Educational Development (GED) tests. The half million individuals who passed the test accounted for approximately one-sixth of all high school diplomas issued that year. On average, GED recipients perform as well as graduating high school seniors on the five tests…

High School Graduation of Students with Disabilities: How Long Does It Take?

ERIC Educational Resources Information Center

Schifter, Laura

2011-01-01

This study explores the high school graduation experiences of students with disabilities, using data from the National Longitudinal Transition Study-2 (NLTS2, 2010), and asking: (a) After entering high school, on average, how long does it take for students with disabilities to graduate? (b) Is time to graduation different for students with…

Maritime Tactile Education for Urban Secondary Education Students

ERIC Educational Resources Information Center

Sulzer, Arthur Henry, IV

2012-01-01

Urban high-school students' low average level of academic achievement is a national problem. A lack of academic progress is a factor that contributes to students failing to graduate. In response to these urban high school student problems, a growing number of urban charter high schools have opened as an alternative to the traditional public high…

Disentangling the Predictive Validity of High School Grades for Academic Success in University

ERIC Educational Resources Information Center

Vulperhorst, Jonne; Lutz, Christel; de Kleijn, Renske; van Tartwijk, Jan

2018-01-01

To refine selective admission models, we investigate which measure of prior achievement has the best predictive validity for academic success in university. We compare the predictive validity of three core high school subjects to the predictive validity of high school grade point average (GPA) for academic achievement in a liberal arts university…

[Low caloric value and high salt content in the meals served in school canteens].

PubMed

Paiva, Isabel; Pinto, Carlos; Queirós, Laurinda; Meister, Maria Cristina; Saraiva, Margarida; Bruno, Paula; Antunes, Delfina; Afonso, Manuel

2011-01-01

School lunch can contribute to aggravate food quality, by excess or deficiency, or it can contribute to compensate and alleviate them. This school meal should be an answer to combating the epidemic of obesity, and to feed some grace children. The objective was to study the nutritional composition of catering in canteens of public schools, from Northern municipalities in the District of Porto: Vila do Conde, Póvoa de Varzim, Santo Tirso and Trofa. Meals were subjected to laboratory analysis. Thirty two meals, four per each school were analysed, reference values for the analysis of the nutritional composition of meals were dietary reference intakes (USA) and eating well at school (UK). The average energy meal content was 447 kcal and the median 440 kcal (22% of daily calories). The average values of nutrients, per meal, were: lipids 9, 8 g, carbohydrate 65,7 g and proteins 24,0 g. In average the contribution for the meal energy was: 20% fat, 59% carbohydrate and 21% protein. In more than 75% of meals the contribution of lipid content was below the lower bound of the reference range. The average content of sodium chloride per meal was 3.4 g, and the confidence interval 95% to average 3.0 to 3.8 g, well above the recommended maximum value of 1.5 grams. The average content fiber per meal was 10.8 g higher than the minimum considered appropriate. In conclusion, the value low caloric meals was mainly due to the low fat content, and content salt of any of the components of the meal was very high.

An Analysis of Alternative School Effectiveness on Student Achievement

ERIC Educational Resources Information Center

Moger, Scott Douglas

2010-01-01

This study is a comparative analysis investigating student achievement, attendance rates, grade point average and credit earned by at-risk students attending an alternative high school of choice, at-risk students attending a traditional high school and at-risk students attending a Disciplinary Alternative Education Placement Campus within the same…

Using Participatory Action Research to Address Absenteeism

ERIC Educational Resources Information Center

Ferrell, Elizabeth W.; Nance, Cara N.; Torres, Amanda L.; Torres, Selina M.

2014-01-01

Many urban high schools serving low-income families have below-average attendance rates, which can indicate that fewer students are prepared to matriculate into college and career opportunities. Through the use of participatory action research (PAR), we--a group of four educators at Wilson High School--have changed school policies and procedures…

The Impact of Student Councils on a Suburban North Carolina School System's Middle and High Schools

ERIC Educational Resources Information Center

Wall, James P., IV.

2016-01-01

The purpose of this mixed methods study is to examine the effects of student council involvement on academic performance and on school climate and culture. The quantitative research examines the impact between middle and high school students' involvement in student council and their grade point average. In addition, the quantitative research…

College of the Sequoias Feeder High School Study: 1986-88 Graduate Performance at C. O. S.

ERIC Educational Resources Information Center

College of the Sequoias, Visalia, CA. Office of Institutional Research.

In 1989, a study was conducted of the performance of Redwood High School (RHS) graduates at the College of the Sequoias (COS), in California. The study analyzed information provided by the high school and data available from COS's student information system, including RHS grade point average (GPA), college GPA, units attempted and passed, first…

Racial/Ethnic Variations in the Consequences of Religious Participation for Academic Achievement at Elite Colleges and Universities

PubMed Central

Owens, Jayanti

2014-01-01

Research has not investigated how much of the previously documented positive association between high school religious service attendance and college grades is mediated by campus religious group participation. Nor do we know whether campus religious group involvement is an important mediator for black and Hispanic students who experience grade-lowering stereotype threat at historically white institutions. Path analyses conducted on a racially diverse sample of students at 28 elite institutions indicate that religious group involvement in college mediates the positive relationship between high school service attendance and college grades for Hispanic and to some extent black students. For Asian and white students, high school service attendance is positively associated with grades net of religious group involvement on campus. Asians frequently attending high school services on average earn a grade-point average of 0.12 points above Asians who never attended, net of controls. PMID:24855331

Implementing RTI in a High School: A Case Study

ERIC Educational Resources Information Center

Fisher, Douglas; Frey, Nancy

2013-01-01

This case study chronicles the efforts of a small high school over a 2-year period as it designed and implemented a response to intervention (RTI) program for students at the school. Their efforts were largely successful, with improved achievement, attendance, and grade point averages and a decrease in special education referrals. Major themes…

Understanding the impact of career academy attendance: an application of the principal stratification framework for causal effects accounting for partial compliance.

PubMed

Page, Lindsay C

2012-04-01

Results from MDRC's longitudinal, random-assignment evaluation of career-academy high schools reveal that several years after high-school completion, those randomized to receive the academy opportunity realized a $175 (11%) increase in monthly earnings, on average. In this paper, I investigate the impact of duration of actual academy enrollment, as nearly half of treatment group students either never enrolled or participated for only a portion of high school. I capitalize on data from this experimental evaluation and utilize a principal stratification framework and Bayesian inference to investigate the causal impact of academy participation. This analysis focuses on a sample of 1,306 students across seven sites in the MDRC evaluation. Participation is measured by number of years of academy enrollment, and the outcome of interest is average monthly earnings in the period of four to eight years after high school graduation. I estimate an average causal effect of treatment assignment on subsequent monthly earnings of approximately $588 among males who remained enrolled in an academy throughout high school and more modest impacts among those who participated only partially. Different from an instrumental variables approach to treatment non-compliance, which allows for the estimation of linear returns to treatment take-up, the more general framework of principal stratification allows for the consideration of non-linear returns, although at the expense of additional model-based assumptions.

Implementing Cardiopulmonary Resuscitation Training Programs in High Schools: Iowa's Experience.

PubMed

Hoyme, Derek B; Atkins, Dianne L

2017-02-01

To understand perceived barriers to providing cardiopulmonary resuscitation (CPR) education, implementation processes, and practices in high schools. Iowa has required CPR as a graduation requirement since 2011 as an unfunded mandate. A cross-sectional study was performed through multiple choice surveys sent to Iowa high schools to collect data about school demographics, details of CPR programs, cost, logistics, and barriers to implementation, as well as automated external defibrillator training and availability. Eighty-four schools responded (26%), with the most frequently reported school size of 100-500 students and faculty size of 25-50. When the law took effect, 51% of schools had training programs already in place; at the time of the study, 96% had successfully implemented CPR training. Perceived barriers to implementation were staffing, time commitment, equipment availability, and cost. The average estimated startup cost was <$1000 US, and the yearly maintenance cost was <$500 with funds typically allocated from existing school resources. The facilitator was a school official or volunteer for 81% of schools. Average estimated training time commitment per student was <2 hours. Automated external defibrillators are available in 98% of schools, and 61% include automated external defibrillator training in their curriculum. Despite perceived barriers, school CPR training programs can be implemented with reasonable resource and time allocations. Copyright © 2016 Elsevier Inc. All rights reserved.

Implementing Cardiopulmonary Resuscitation Training Programs in High Schools: Iowa's Experience

PubMed Central

Hoyme, Derek B.; Atkins, Dianne L.

2017-01-01

Objective To understand perceived barriers to providing cardiopulmonary resuscitation (CPR) education, implementation processes, and practices in high schools. Study design Iowa has required CPR as a graduation requirement since 2011 as an unfunded mandate. A cross-sectional study was performed through multiple choice surveys sent to Iowa high schools to collect data about school demographics, details of CPR programs, cost, logistics, and barriers to implementation, as well as automated external defibrillator training and availability. Results Eighty-four schools responded (26%), with the most frequently reported school size of 100-500 students and faculty size of 25-50. When the law took effect, 51% of schools had training programs already in place; at the time of the study, 96% had successfully implemented CPR training. Perceived barriers to implementation were staffing, time commitment, equipment availability, and cost. The average estimated startup cost was <$1000 US, and the yearly maintenance cost was <$500 with funds typically allocated from existing school resources. The facilitator was a school official or volunteer for 81% of schools. Average estimated training time commitment per student was <2 hours. Automated external defibrillators are available in 98% of schools, and 61% include automated external defibrillator training in their curriculum. Conclusions Despite perceived barriers, school CPR training programs can be implemented with reasonable resource and time allocations. PMID:27852456

Are Kids Merely Marking Time at School?

ERIC Educational Resources Information Center

American School Board Journal, 1985

1985-01-01

Findings from three studies indicate that the average student is remarkably unquestioning and that the school day is fragmented. The "shopping mall" high school that lets students do their own choosing may be an abdication of the school's responsibility to advise and challenge every student. (MLF)

The Condition of New York City High Schools: Examining Trends and Looking toward the Future. Data Brief

ERIC Educational Resources Information Center

Kemple, James J.

2013-01-01

Until the turn of the 21st century, high school graduation rates in New York City hovered at or below 50 percent, much lower than state and national averages. There was widespread agreement about the need to reform the City's high schools and produce better results for students. This paper presents an independent analysis of how the high school…

When Worlds Collide: Adolescent Need for Sleep Versus Societal Demands.

ERIC Educational Resources Information Center

Carskadon, Mary A.

1999-01-01

A school transition project examined effects on sleep and circadian rhythms in a group of 25 youngsters shifting from an 8:25 a.m. junior high school starting time to a 7:20 a.m. high school starting time. The average amount of sleep on school nights fell substantially for 9th and 10th graders, and was below the amount required for normal…

The effectiveness of web-programming module based on scientific approach to train logical thinking ability for students in vocational high school

NASA Astrophysics Data System (ADS)

Nashiroh, Putri Khoirin; Kamdi, Waras; Elmunsyah, Hakkun

2017-09-01

Web programming is a basic subject in Computer and Informatics Engineering, a program study in a vocational high school. It requires logical thinking ability in its learning activities. The purposes of this research were (1) to develop a web programming module that implement scientific approach that can improve logical thinking ability for students in vocational high school; and (2) to test the effectiveness of web programming module based on scientific approach to train students' logical thinking ability. The results of this research was a web-programming module that apply scientific approach for learning activities to improve logical thinking ability of students in the vocational high school. The results of the effectiveness test of web-programming module give conclusion that it was very effective to train logical thinking ability and to improve learning result, this conclusion was supported by: (1) the average of posttest result of students exceeds the minimum criterion value, it was 79.91; (2) the average percentage of students' logical thinking score is 82,98; and (3) the average percentage of students' responses to the web programming module was 81.86%.

The Richmond Plan: A Report of a Pre-Technology Program for the "Average Learner."

ERIC Educational Resources Information Center

Cogswell Polytechnical Coll., San Francisco, CA.

This concluding report of a project initiated by the Cogswell Polytechnical Institute entitled "The Richmond Plan," focuses on the results of a reevaluation of the principles and practices of high school programs in the Richmond City Schools in California. This project, designed to meet the specialized needs of "average" high…

Four Star School Awards: Key Factors that Predict High Performance among Indiana School Corporations

ERIC Educational Resources Information Center

Veracco, Lawrence H.

2009-01-01

The purpose of this study was to analyze the Four Star status of Indiana school corporations in order to determine if certain variables currently existing among school corporations could be predictive of Four Star status. Differences in Four Star status were examined with respect to school corporation size, school corporation average teacher…

The Condition of New York City High Schools: Examining Trends and Looking toward the Future. Technical Appendices

ERIC Educational Resources Information Center

Kemple, James J.

2013-01-01

Until the turn of the 21st century, high school graduation rates in New York City hovered at or below 50 percent, much lower than state and national averages. There was widespread agreement about the need to reform the City's high schools and produce better results for students. These technical appendices presented in chart form, provide…

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011.

PubMed

Strøm, Ida Frugård; Schultz, Jon-Håkon; Wentzel-Larsen, Tore; Dyb, Grete

2016-01-01

The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking. This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway. Data from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors' registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support. The students' grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support. The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching.

Use of Cognitive Strategies by High School Social Studies Students

ERIC Educational Resources Information Center

Martin, Leisa A.

2005-01-01

This research study used grounded theory in an attempt to explain how 10th-grade public school students in average and advanced classes used strategies to learn material in their high school social studies classes. This study sought to understand the strategies that students used to learn information, the frequency of their strategy use, and the…

A Portrait of a Generation: 25 Years of Teen Behavior and Attitudes.

ERIC Educational Resources Information Center

Who's Who among American High School Students, Lake Forest, IL.

The annual Survey of High Achievers conducted by Who's Who Among American High School Students is the nation's largest, most comprehensive independent sampling of high school students' opinions, attitudes, and behaviors. All the high-achieving 16-18 year old students surveyed have "A" or "B" averages, and 98 percent plan to…

Conducting an Academic Audit

ERIC Educational Resources Information Center

Knowles, Paul D.

2010-01-01

Frustrated with years of below-average performance on standardized tests, high dropout rates and a negative image of its schools, the board of education in Maine School Administrative District 11, a 2,200-student school district in central Maine, charged a 15-member committee of educators, school board members and community representatives to…

The impact of oral health on the academic performance of disadvantaged children.

PubMed

Seirawan, Hazem; Faust, Sharon; Mulligan, Roseann

2012-09-01

We measured the impact of dental diseases on the academic performance of disadvantaged children by sociodemographic characteristics and access to care determinants We performed clinical dental examinations on 1495 disadvantaged elementary and high school students from Los Angeles County public schools. We matched data with academic achievement and attendance data provided by the school district and linked these to the child's social determinants of oral health and the impact of oral health on the child's school and the parents' school or work absences. Students with toothaches were almost 4 times more likely to have a low grade point average. About 11% of students with inaccessible needed dental care missed school compared with 4% of those with access. Per 100 elementary and high school-aged children, 58 and 80 school hours, respectively, are missed annually. Parents averaged 2.5 absent days from work or school per year because of their children's dental problems. Oral health affects students' academic performance. Studies are needed that unbundle the clinical, socioeconomic, and cultural challenges associated with this epidemic of dental disease in children.

How to Graduate High-Risk Students: Lessons from Successful For-Profit Colleges and Schools in Texas

ERIC Educational Resources Information Center

Frishberg, Ellen; Lee, John B.; Fletcher, Carla; Webster, Jeff

2010-01-01

This project studied four career college and school campuses in Texas that had higher than average graduation rates and lower than average student loan default rates to determine what they did to achieve these positive outcomes. The visits to the campuses found that a conscious, concerted effort to integrate students into the academic and social…

Delgado Community College/Sears-Roebuck Keeping America Working. Math, Science and Technology Summer Youth Enrichment Program. Final Report.

ERIC Educational Resources Information Center

Delgado Community Coll., New Orleans, LA.

Recognizing the need for better preparation of high school students in mathematics, science, and technology, Delgado Community College and the Orleans Parish School System entered into an agreement for the provision of a summer enrichment program for minority students in grades 7 through 9 who had exhibited average or above average abilities in…

Next Steps: Making Career Plans.

ERIC Educational Resources Information Center

Frederick County Board of Education, MD.

Designed to assist Frederick County (Maryland) high school students with career planning, this handbook provides information for exploring the question, "What to do after high school?" General information covers employment trends, average starting salaries, types of financial aid available, relevant Federal statutes regarding equal pay…

Postsecondary and Labor Force Transitions among Public High School Career and Technical Education Participants. Issue Tables. NCES 2011-234

ERIC Educational Resources Information Center

Bersudskaya, Vera; Chen, Xianglei

2011-01-01

Career and technical education (CTE) is a significant component of high school education. For the last several decades, more than 90 percent of public high school graduates have earned at least some credits in CTE, with graduates from the class of 2005 earning an average of 4.0 CTE credits (Hudson and Laird 2009; Levesque 2003; Levesque et al.…

The influence of high school academics on freshman college mathematics and science courses at SUNY Oswego

NASA Astrophysics Data System (ADS)

Hayali, Tolga

This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES, School Size, Parent with College Education, High School Grade Point Average (HSGPA), Transfer Credit, SAT Composite Score, and New York State Regents Exam results, based on data from 237 freshman students entering college immediately following high school. The findings show HSGPA as a significant predictor of success in freshman College Mathematics and Sciences, Transfer Credit as a significant predictor in College Mathematics and College Chemistry, SES as a significant predictor in College Biology and College Chemistry, Parent with College Education as a significant predictor in College Biology and New York State Chemistry Regents Exam as a significant predictor in College Chemistry. Based on these findings, guidance counselors, science educators, and education institutions can develop a framework to determine which measurements are meaningful and advise students to focus on excellent performance in the Chemistry Regents Exams, take more college courses during high school, and maintain a high grade point average.

Dropout Rates in Texas School Districts: Influences of School Size and Ethnic Group.

ERIC Educational Resources Information Center

Toenjes, Laurence A.

Longitudinal dropout rates (LDR's) for public school students and LDR's of pupil membership by ethnic group based on two Texas Education Agency reports are estimated. LDR's are calculated for the state, by school district size, for the 21 largest districts, and by average high school size. Findings dispel the prevalent perception of the dropout…

Predictors of Global Self-Worth and Academic Performance among Regular Education, Learning Disabled, and Continuation High School Students.

ERIC Educational Resources Information Center

Wiest, Dudley J.; Wong, Eugene H.; Kreil, Dennis A.

1998-01-01

The ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance was studied across groups of high school students. Stepwise regression analyses indicate these variables in model predict self-worth and grade point average. In addition, levels of school status and depression predict…

The Benefits of Being a Big Fish: The Relationship between Incoming Rank and Student Outcomes

ERIC Educational Resources Information Center

Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa

2016-01-01

In an era of expansive school choice, families and students make many comparisons when they consider schools. Policies encourage families to seek out options where average test scores are high or where value-added indicators are strong. When students choose schools with high-performing peers, they often may be at a lower place in the achievement…

Comparison of College/Career Readiness Outcomes between the Advancement via Individual Determination (AVID) Program and the Traditional High School Academic Program

ERIC Educational Resources Information Center

Day, Sandra K.

2012-01-01

This study compared selected college/career readiness outcomes for students attending an urban high school who voluntarily participated in an academic support program, Advancement Via Individual Determination (AVID), to demographically similar/same school peers who completed the traditional academic program (TAP) of study. Grade point average,…

A District View: Dropouts and the Differentiated Diploma

ERIC Educational Resources Information Center

Holden, E. Todd

2012-01-01

More students are deciding to dropout of school prior to graduation. As a result the dropout rate has become a hot topic in education across the United States. The average high school dropout salary is approximately 50% less than the salary of a high school graduate. The social factors are another reason the dropout rate needs to be a high…

Universality, correlations, and rankings in the Brazilian universities national admission examinations

NASA Astrophysics Data System (ADS)

da Silva, Roberto; Lamb, Luis C.; Barbosa, Marcia C.

2016-09-01

We analyze the scores obtained by students who have taken the ENEM examination, The Brazilian High School National Examination which is used in the admission process at Brazilian universities. The average high schools scores from different disciplines are compared through the Pearson correlation coefficient. The results show a very large correlation between the performance in the different school subjects. Even though the students' scores in the ENEM form a Gaussian due to the standardization, we show that the high schools' scores form a bimodal distribution that cannot be used to evaluate and compare students performance over time. We also show that this high schools distribution reflects the correlation between school performance and the economic level (based on the average family income) of the students. The ENEM scores are compared with a Brazilian non standardized exam, the entrance examination from the Universidade Federal do Rio Grande do Sul. The analysis of the performance of the same individuals in both tests shows that the two tests not only select different abilities, but also lead to the admission of different sets of individuals. Our results indicate that standardized tests might be an interesting tool to compare performance of individuals over the years, but not of institutions.

Attitudes and Opinions from the Nation's High Achieving Teens: 26th Annual Survey of High Achievers.

ERIC Educational Resources Information Center

Who's Who among American High School Students, Lake Forest, IL.

A national survey of 3,351 high achieving high school students (junior and senior level) was conducted. All students had A or B averages. Topics covered include lifestyles, political beliefs, violence and entertainment, education, cheating, school violence, sexual violence and date rape, peer pressure, popularity, suicide, drugs and alcohol,…

Realized Potential or Lost Talent: High School Variables and Bachelor's Degree Completion

ERIC Educational Resources Information Center

Trusty, Jerry; Niles, Spencer G.

2004-01-01

This study examined how background and high school variables affected participants in either realizing their potential by completing a bachelor's degree or experiencing lost talent by not completing a bachelor's degree. A sample of participants who had demonstrated above average cognitive ability and had high postsecondary educational goals when…

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011

PubMed Central

Strøm, Ida Frugård; Schultz, Jon-Håkon; Wentzel-Larsen, Tore; Dyb, Grete

2016-01-01

Background The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking. Objective This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway. Method Data from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors’ registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support. Results The students’ grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support. Conclusion The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching. Highlights of the article School functioning among high school students following a terrorist attack. The findings showed a decline in school performance and increased absence after the event. For students who successfully completed high school, high satisfaction with school support was reported and an improvement in grades could be observed over time, indicating possible recovery. The findings underscore the importance of keeping trauma-exposed students in schools and providing support over time. PMID:27171613

Proprietary Vocational Schools: A Significant Sector of American Postsecondary Education.

ERIC Educational Resources Information Center

Wilms, Wellford W.

The role of proprietary vocational schools in American postsecondary education and the way in which student financial aid is used are discussed. Proprietary vocational schools, organized as profit-seeking institutions, provide the bulk of American postsecondary vocational education. The average proprietary school is small and exists in a high-risk…

Hidden Savings in your Bus Budget

ERIC Educational Resources Information Center

Newby, Ruth

2005-01-01

School transportation industry statistics show the annual average costs for operating and maintaining a single school bus range from $34,000 to $38,000. Operating a school bus fleet at high efficiency has a real impact on the dollars saved for a school district and the reliability of transportation service to students. In this article, the author…

Grade Point Averages: How Students Navigate the System

ERIC Educational Resources Information Center

Uribe, Patricia E.; Garcia, Marco A.

2012-01-01

This case exemplifies the unintended divisive cause and effect dynamic that can occur as a direct result of a seemingly innocuous school board policy modification. A change in school board policy at a local school district in Laredo, Texas, was designed to facilitate the fulfillment of a foreign language requirement for high school students. A…

New Cadets and Other College Freshmen: Class of 1985.

DTIC Science & Technology

1982-04-01

secondary school and socioeconomic backgrounds, values, interests, and activity patterns, and are based on the American Council on Education’s yearly...Year Graduated from High School ................................ 6 9. Distance from Home to College .................................. 6 10. Parents...Activities During Past Year .................................... 14 II. SECONDARY SCHOOL PERFORMANCE 19. Average Grade in Secondary School

Adolescent girls' most common source of junk food away from home.

PubMed

Cohen, Deborah A; Ghosh-Dastidar, Bonnie; Beckman, Robin; Lytle, Leslie; Elder, John; Pereira, Mark A; Veblen Mortenson, Sara; Pickrel, Julie; Conway, Terry L

2012-09-01

Contextual factors associated with adolescent girls' dietary behaviors could inform future interventions to improve diet. High school girls completed a 7-day diary, recording all trips made. In places other than home or school they recorded the food eaten. Girls made an average of 11.4 trips per week other than to home or school. Snacks high in solid oils, fats and added sugars (SOFAS) were frequently consumed. Girls reported eating an average of 3.5 servings per week of snacks high in SOFAS at someone else's house compared to 3.0 servings per week at retail food outlets. Findings demonstrate that low nutrient foods are ubiquitous and efforts should be made to reduce their availability in multiple settings. Copyright © 2012 Elsevier Ltd. All rights reserved.

School Attendance Revisited: A Study of Urban African American Students' Grade Point Averages and Coping Strategies

ERIC Educational Resources Information Center

Steward, Robbie J.; Steward, Astin Devine; Blair, Jonathan; Jo, Hanik; Hill, Martin F.

2008-01-01

Urban African American first-year high school students' absenteeism was found to be negatively related to grade point average (GPA) and avoidance as a means of coping (use of substances as a way to escape--food, alcohol, smoking, caffeine, etc.) and positively related to use of social support as a means of coping (efforts to stay emotionally…

Does competitive food and beverage legislation hurt meal participation or revenues in high schools?

PubMed

Peart, Tasha; Kao, Janice; Crawford, Patricia B; Samuels, Sarah E; Craypo, Lisa; Woodward-Lopez, Gail

2012-08-01

There is limited evidence to evaluate the influence of competitive food and beverage legislation on school meal program participation and revenues. A representative sample of 56 California high schools was recruited to collect school-level data before (2006–2007) and the year after (2007–2008) policies regarding limiting competitive foods and beverages were required to be implemented. Data were obtained from school records, observations, and questionnaires. Paired t-tests assessed significance of change between the two time points. Average participation in lunch increased from 21.7% to 25.3% (p < 0.001), representing a 17.0% increase, while average participation in breakfast increased from 8.9% to 10.3% (p = 0.02), representing a 16.0% increase. There was a significant (23.0%) increase in average meal revenue, from $0.70 to $0.86 (per student per day) (p < 0.001). There was a nonsignificant decrease (18.0%) in average sales from à la carte foods, from $0.45 to $0.37 (per student per day). Compliance with food and beverage standards also increased significantly. At end point, compliance with beverage standards was higher (71.0%) than compliance with food standards (65.7%). Competitive food and beverage legislation can increase food service revenues when accompanied by increased rates of participation in the meal program. Future studies collecting expense data will be needed to determine impact on net revenues.

Trends in driver licensing status and driving among high school seniors in the United States, 1996–2010☆

PubMed Central

Shults, Ruth A.; Williams, Allan F.

2017-01-01

Introduction Understanding the reasons for fluctuations in teenage driver crashes over time in the United States is clouded by the lack of information on licensure rates and driving exposure. Methods We examined results from the Monitoring the Future survey to estimate the proportion of high school seniors who possessed a driver’s license and the proportion of seniors who did not drive “during an average week” during the 15-year period of 1996–2010. Results During 1996–2010, the proportion of high school seniors in United States who reported having a driver’s license declined by 12 percentage points (14%) from 85% to 73%. Two-thirds of the decline (8 percentage points) occurred during 2006–2010. During the same 15-year period, the proportion of high school seniors who did not drive during an average week increased by 7 percentage points (47%) from 15% in 1996 to 22% in 2010, with essentially all of the increase occurring during 2006–2009. Discussion Findings in this report suggest that the economic recession in recent years has reduced rates of licensure and driving among high school seniors. PMID:23932698

Accountability and Grade Inflation in a Rural School.

ERIC Educational Resources Information Center

Goodwin, Deborah Hayes; Holman, David M.

In an effort to hold schools accountable, Arkansas added grade inflation into the accountability system. The Arkansas Legislature mandated that the Arkansas Department of Education identify high schools with "statistically significant variance" between students' grade point averages (GPAs) and ACT performances. A grade inflation index…

The Balanced Scorecard

ERIC Educational Resources Information Center

Kaplan, Robert S.; Miyake, Dylan N.

2010-01-01

Ten years ago, the Atlanta Public Schools had low and declining student achievement, demoralized teachers, crumbling buildings, high turnover among superintendents (average tenure of two years) and disaffected parents pulling their children out of the system. More than 60 percent of the city's high school students missed at least two weeks of…

Prevalence of insufficient, borderline, and optimal hours of sleep among high school students - United States, 2007.

PubMed

Eaton, Danice K; McKnight-Eily, Lela R; Lowry, Richard; Perry, Geraldine S; Presley-Cantrell, Letitia; Croft, Janet B

2010-04-01

We describe the prevalence of insufficient, borderline, and optimal sleep hours among U.S. high school students on an average school night. Most students (68.9%) reported insufficient sleep, whereas few (7.6%) reported optimal sleep. The prevalence of insufficient sleep was highest among female and black students, and students in grades 11 and 12. Published by Elsevier Inc.

The Effect of Poverty on the Achievement of Urban African American Male Students Successfully Completing High School

ERIC Educational Resources Information Center

Welch, Amy L.

2013-01-01

The purpose of this study was to determine the impact of poverty on the achievement of African American male high school students attending the same large Midwest urban school district. Cumulative grade point average (GPA) at the tenth grade level were compared to the level of poverty provided through census data of African American male tenth…

High school start times after 8:30 am are associated with later wake times and longer time in bed among teens in a national urban cohort study.

PubMed

Nahmod, Nicole G; Lee, Soomi; Buxton, Orfeu M; Chang, Anne-Marie; Hale, Lauren

2017-12-01

High school start times are a key contributor to insufficient sleep. This study investigated associations of high school start times with bedtime, wake time, and time in bed among urban teenagers. Daily-diary study nested within the prospective Fragile Families and Child Wellbeing Study. Twenty US cities. Four hundred thirteen teenagers who completed ≥1 daily diary report on a school day. Participating teens were asked to complete daily diaries for 7 consecutive days. School-day daily diaries (3.8±1.6 entries per person) were used in analyses (N=1555 school days). High school start time, the main predictor, was categorized as 7:00-7:29 am (15%), 7:30-7:59 am (22%), 8:00-8:29 am (35%), and 8:30 am or later (28%). Multilevel modeling examined the associations of school start times with bedtime, wake time, and time in bed. Models adjusted for age, sex, race/ethnicity, household income, caregiver's education, and school type. Teens with the earliest high school start times (7:00-7:29 am) obtained 46 minutes less time in bed on average compared with teens with high school start times at 8:30 am or later (P<.001). Teens exhibited a dose-response relationship between earlier school start times and shorter time in bed, primarily due to earlier wake times (P<.05). Start times after 8:30 am were associated with increased time in bed, extending morning sleep by 27-57 minutes (P<.05) when compared with teens with earlier school start times. Later school start times are associated with later wake times in our large, diverse sample. Teens starting school at 8:30 am or later are the only group with an average time in bed permitting 8 hours of sleep, the minimum recommended by expert consensus for health and well-being. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Academic status of deaf and hard-of-hearing students in public schools: student, home, and service facilitators and detractors.

PubMed

Reed, Susanne; Antia, Shirin D; Kreimeyer, Kathryn H

2008-01-01

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.

Dietary exposure to chloropropanols of secondary school students in Hong Kong.

PubMed

Yau, J C W; Kwong, K P; Chung, S W C; Ho, Y Y; Xiao, Y

2008-01-01

This paper reports levels of 3-monochloropropan-1,2-diol (3-MCPD) and 1,3-dichloro-2-propanol (1,3-DCP) in a wide range of food items and estimates their dietary exposure for secondary school students in Hong Kong. Dietary exposure to chloropropanols was estimated using local food consumption data obtained from secondary school students in 2000 and the concentrations of 3-MCPD and 1,3-DCP in food samples taken from the local market. The dietary exposure to 3-MCPD for an average secondary school student consumer was estimated to be 0.063-0.150 µg kg(-1) body weight (bw) day(-1), whilst that for the high consumer was 0.152-0.300 µg kg(-1) bw day(-1). Both estimates fell below the provisional maximum tolerable daily intake of 2 µg kg(-1) bw established by the Joint Expert Committee on Food Additives (JECFA) and amounted to less than 20% of this safety reference value. The dietary exposure to 1,3-DCP for an average secondary school student consumer was estimated to be 0.003-0.019 µg kg(-1) bw day(-1), whilst that for the high consumer was 0.009-0.040 µg kg(-1) bw day(-1). The resulting margins of exposures were of low concern for human health. It could be concluded that both the average and high secondary school student consumers were unlikely to experience major toxicological effects of 3-MCPD and 1,3-DCP.

Making WAVES.

ERIC Educational Resources Information Center

Hindes, Victoria A.; Hom, Keri; Brookshaw, Keith

About 46% of high school graduates enrolled in California State Universities need remedial courses in both math and English to prepare them for college level. These students typically earned B averages in their high school math and English classes. In order to address this issue, Shasta College launched Operation WAVES (Win by Achieving Valuable…

Transforming an Urban School System: Progress of New Haven School Change and New Haven Promise Education Reforms (2010-2013). Technical Appendixes

ERIC Educational Resources Information Center

Scherer, Ethan; Ryan, Sarah; Daugherty, Lindsay; Schweig, Jonathan David; Bozick, Robert; Gonzalez, Gabriella C.

2014-01-01

In 2009, the City of New Haven and New Haven Public Schools (NHPS) announced a sweeping K-12 educational reform, New Haven School Change. The district had three primary goals for School Change: (1) close the gap between the performance of NHPS students' and Connecticut students' averages on state tests, (2) cut the high school dropout rate in…

Transforming an Urban School System: Progress of New Haven School Change and New Haven Promise Education Reforms (2010-2013). Research Report

ERIC Educational Resources Information Center

Gonzalez, Gabriella C.; Bozick, Robert; Daugherty, Lindsay; Scherer, Ethan; Singh, Reema; Suárez, Mónica Jacobo; Ryan, Sarah

2014-01-01

In 2009, the City of New Haven and New Haven Public Schools (NHPS) announced a sweeping K-12 educational reform, New Haven School Change. The district had three primary goals for School Change: (1) close the gap between the performance of NHPS students' and Connecticut students' averages on state tests, (2) cut the high school dropout rate in…

Parents' Perspectives of School Mental Health Promotion Initiatives Are Related to Parents' Self-Assessed Parenting Capabilities

ERIC Educational Resources Information Center

Askell-Williams, Helen

2016-01-01

Achieving broad-scale parent engagement with school initiatives has proven elusive. This article reports survey data from 287 Maltese parents about their perceptions of the quality of their child's school's initiatives for promoting students' wellbeing and mental health. Findings indicate that, on average, parents rated school initiatives highly.…

76 FR 40898 - Final Priorities, Requirements, and Selection Criteria; Charter Schools Program (CSP) Grants for...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-12

... schools. (3) A multi-year financial and operating model for the organization, a demonstrated commitment of... school model and to expand the number of high-quality charter schools available to students across the... percent threshold in this priority is consistent with the average percentage of students in large urban...

Secondary School Fee Inflation: An Analysis of Private High Schools in Victoria, Australia

ERIC Educational Resources Information Center

Lye, Jenny; Hirschberg, Joe

2017-01-01

The recent growth in privately administered secondary education in many developed countries has been a widely observed phenomenon. The Australian private secondary school sector has grown faster than those in any other "OECD" nation, even though the average tuition fees charged by these schools have increased at double the nation's…

A Case Study of Two Chicago Suburban High Schools: Practices to Avoid a School Shooting

ERIC Educational Resources Information Center

Connelly, Kevin G.

2017-01-01

Throughout 2015, there have been 52 school shootings within the United States that have left 30 individuals dead and another 53 injured (Reuters-USA, 2015). Since Friday, December 14, 2012, the date of the Sandy Hook Elementary School shooting, in which 26 people lost their lives, there has been on average one school shooting per week. It is…

Caution: Hazardous Grade. Ninth Graders at Risk.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

As adolescents enter high school in the ninth grade, they experience a transition unlike any previous school experience, and it exacts its toll from unprepared, unmotivated, or unwary students. An examination of achievement test averages across grades 1 through 12 for students in the Austin Independent School District (AISD) in Austin, Texas…

The Predictive Value of Selection Criteria in an Urban Magnet School

ERIC Educational Resources Information Center

Lohmeier, Jill Hendrickson; Raad, Jennifer

2012-01-01

The predictive value of selection criteria on outcome data from two cohorts of students (Total N = 525) accepted to an urban magnet high school were evaluated. Regression analyses of typical screening variables (suspensions, absences, metropolitan achievement tests, middle school grade point averages [GPAs], Matrix Analogies test scores, and…

TCOPPE school environmental audit tool: assessing safety and walkability of school environments.

PubMed

Lee, Chanam; Kim, Hyung Jin; Dowdy, Diane M; Hoelscher, Deanna M; Ory, Marcia G

2013-09-01

Several environmental audit instruments have been developed for assessing streets, parks and trails, but none for schools. This paper introduces a school audit tool that includes 3 subcomponents: 1) street audit, 2) school site audit, and 3) map audit. It presents the conceptual basis and the development process of this instrument, and the methods and results of the reliability assessments. Reliability tests were conducted by 2 trained auditors on 12 study schools (high-low income and urban-suburban-rural settings). Kappa statistics (categorical, factual items) and ICC (Likert-scale, perceptual items) were used to assess a) interrater, b) test-retest, and c) peak vs. off-peak hour reliability tests. For the interrater reliability test, the average Kappa was 0.839 and the ICC was 0.602. For the test-retest reliability, the average Kappa was 0.903 and the ICC was 0.774. The peak-off peak reliability was 0.801. Rural schools showed the most consistent results in the peak-off peak and test-retest assessments. For interrater tests, urban schools showed the highest ICC, and rural schools showed the highest Kappa. Most items achieved moderate to high levels of reliabilities in all study schools. With proper training, this audit can be used to assess school environments reliably for research, outreach, and policy-support purposes.

Long-term health implications of school quality.

PubMed

Dudovitz, Rebecca N; Nelson, Bergen B; Coker, Tumaini R; Biely, Christopher; Li, Ning; Wu, Lynne C; Chung, Paul J

2016-06-01

Individual academic achievement is a well-known predictor of adult health, and addressing education inequities may be critical to reducing health disparities. Disparities in school quality are well documented. However, we lack nationally representative studies evaluating the impact of school quality on adult health. We aim to determine whether high school quality predicts adult health outcomes after controlling for baseline health, socio-demographics and individual academic achievement. We analyzed data from 7037 adolescents who attended one of 77 high schools in the Unites States and were followed into adulthood from the National Longitudinal Study of Adolescent to Adult Health. Selected school-level quality measures-average daily attendance, school promotion rate, parental involvement, and teacher experience-were validated based on ability to predict high school graduation and college attendance. Individual adult health outcomes included self-rated health, diagnosis of depression, and having a measured BMI in the obese range. Logistic regressions controlling for socio-demographics, baseline health, health insurance, and individual academic performance demonstrated that school quality significantly predicted all health outcomes. As hypothesized, attending a school with lower average daily attendance predicted lower self-rated health (Adjusted Odds Ratio (AOR) 1.59, p = 0.003) and higher odds of depression diagnosis (AOR 1.35, p = 0.03); and attending a school with higher parent involvement predicted lower odds of obesity (AOR 0.69, p = 0.001). However, attending a school with higher promotion rate also predicted lower self-rated health (AOR1.20, p < 0.001). High school quality may be an important, but complex, social determinant of health. These findings highlight the potential inter-dependence of education and health policy. Copyright © 2016 Elsevier Ltd. All rights reserved.

The interactive impacts of high school gay-straight alliances (GSAs) on college student attitudes toward LGBT individuals: an investigation of high school characteristics.

PubMed

Worthen, Meredith G F

2014-01-01

Although gay-straight alliances (GSAs) are becoming more popular in high schools across the U.S., empirical studies investigating GSAs and their impact are sparse. Utilizing a sample of college students drawn from a large Southern university (N = 805; 78% White; 61% female; average age 22), the current study investigates the ways that the presence of high school GSAs affect college student attitudes toward LGBT individuals and how these relationships may vary by high school GSA location (South vs. non-South), town type (rural/small town, suburban, large city), and high school student population size. Overall, results from the current study show that the presence of a GSA in high school is a robust positive predictor of supportive attitudes toward LGBT individuals, even when considering many control variables. Such results suggest that the presence of GSAs in high schools may have significant positive and potentially long-lasting effects on college students' attitudes toward LGBT individuals.

The Relationship between Self-Esteem and Academic Achievement in a Group of High, Medium, and Low Secondary Public High School Achievers.

ERIC Educational Resources Information Center

Thomas-Brantley, Betty J.

This study investigated the relationship between self-esteem and academic achievement in a group of 150 high, medium, and low achievers at a large midwestern public high school. Correlating data from the Coopersmith Inventory of self-esteem with grades, cumulative grade point averages, and class rank, the study disclosed a positive correlation…

Title I Elementary Teachers' Perceptions of Climate in Low/High Performing Schools

ERIC Educational Resources Information Center

Treadwell, Linda

2016-01-01

In this study, the researcher obtained three years of school-level state testing data from 1,467 Title I elementary schools in the state of Tennessee and analyzed the averages in context of teachers' responses on a state-wide TELL survey. The researcher wanted to see if teachers who taught in low-performing schools perceived the absolute and…

Two Years of Case Management: Final Findings from the Communities in Schools Random Assignment Evaluation

ERIC Educational Resources Information Center

Parise, Leigh M.; Corrin, William; Granito, Kelly; Haider, Zeest; Somers, Marie-Andrée; Cerna, Oscar

2017-01-01

While high school graduation rates are on the rise nationwide, too many students still never reach that milestone, with 7,000 on average dropping out every day. Recognizing that many students need additional support to succeed in school, Communities In Schools (CIS) works to provide and connect students with integrated support services to keep…

Prevalence and correlates of delayed sleep phase in high school students.

PubMed

Saxvig, Ingvild W; Pallesen, Ståle; Wilhelmsen-Langeland, Ane; Molde, Helge; Bjorvatn, Bjørn

2012-02-01

To investigate prevalence and correlates of delayed sleep phase, characterized by problems falling asleep in the evening and rising at adequate times in the morning, in a large sample of Norwegian high school students. A randomized sample of 1285 high school students (aged 16-19 years) participated in an internet based study answering questions about sleep habits, height, weight, smoking, alcohol use, school grades, and anxiety and depression symptoms. Delayed sleep phase was operationalized as difficulties falling asleep before 2 a.m. at least three nights per week together with much or very much difficulty waking up in the morning. The results show a prevalence of delayed sleep phase of 8.4%. In all, 68% of these students (5.7% of the total sample) also reported problems advancing their sleep period as well as one daytime consequence (oversleeping at least two days a week or experiencing much/very much sleepiness at school). Delayed sleep phase was associated with lower average school grades, smoking, alcohol usage, and elevated anxiety and depression scores. Delayed sleep phase appears to be common amongst Norwegian adolescents and is associated with negative outcomes such as lower average school grades, smoking, alcohol usage, and elevated anxiety and depression scores. Copyright © 2011 Elsevier B.V. All rights reserved.

Teachers' Adherence to Highly Effective Instructional Practices as Related to Graduation Rates in Average-Need School Districts in New York State

ERIC Educational Resources Information Center

Yannucci, Michael J.

2014-01-01

The purpose of this study was to investigate school administrators' perceptions of teachers' adherence to the highly effective critical attributes of the four domains of Charlotte Danielson's "Framework for Teaching" (Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities) in kindergarten…

Prevalence of Harmful Health Misconceptions in Colorado High School Seniors.

ERIC Educational Resources Information Center

Stephens, Gale Elouise

This research study was undertaken to determine prevalence of health misconceptions of twelfth grade students in each of three sizes of public high schools in the state of Colorado. Also, whether prevalence of misconceptions was related to factors of: sex, grade-point average, level of father's education, level of mother's education, father's…

Predictors of Summer Sun Safety Practice Intentions among Rural High School Students

ERIC Educational Resources Information Center

Cho, Hyunyi; Sands, Laura P.; Wilson, Kari M.

2010-01-01

To investigate the association between theoretically grounded psychosocial motivators and the sun safety practice intentions of rural youth. Method: A survey was given to 219 members of FFA (Future Farmers of America) at high schools in the rural Midwest (average age = 16). Results: Perceived self-efficacy, peer norms, response efficacy, and…

Employment among High School Juniors: A Study of Selected Variables.

ERIC Educational Resources Information Center

MacArthur, Shiela S.; And Others

This study investigated the relationship between employment status among high school juniors and the following: (1) grade point average (GPA); (2) scores on Brown and Holtzman's Survey of Study Habits and Attitudes (SSHA--W. F. Brown and W. H. Holtzman, 1967); (3) the level of participation in extracurricular activities; (4) plans for…

Aerobic Capacities of Early College High School Students

ERIC Educational Resources Information Center

Loflin, Jerry W.

2014-01-01

The Early College High School Initiative (ECHSI) was introduced in 2002. Since 2002, limited data, especially student physical activity data, have been published pertaining to the ECHSI. The purpose of this study was to examine the aerobic capacities of early college students and compare them to state and national averages. Early college students…

PREDICTING ACADEMIC SUCCESS BEYOND HIGH SCHOOL.

ERIC Educational Resources Information Center

JEX, FRANK B.

THESE TABLES ARE INTENDED TO PREDICT WHICH UTAH COLLEGE CURRICULUM GIVES A STUDENT THE MOST LIKELIHOOD OF SUCCESS. THEY USE HIGH SCHOOL AVERAGE (HSA) AND ACADEMIC ACHIEVEMENT OR APTITUDE TESTS. THE STUDY IS DESIGNED ON CONCLUSIONS FROM EARLIER WORK--(1) THE MAIN HURDLE FOR THE FRESHMAN IS THE REQUIRED GENERAL EDUCATION CORE, (2) GPA'S ARE…

Is Judgement of Biotechnological Ethical Aspects Related to High School Students' Knowledge?

ERIC Educational Resources Information Center

Crne-Hladnik, Helena; Hladnik, Ales; Javornik, Branka; Kosmelj, Katarina; Peklaj, Cirila

2012-01-01

Quantitative and qualitative studies of various aspects of the perception of biotechnology were conducted among 469 Slovenian high school students of average age 17 years. Our research aimed to explore relationships among students' pre-knowledge of molecular and human genetics, and their attitudes to four specific biotechnological applications.…

The Meaning of Work: A High School Perspective.

ERIC Educational Resources Information Center

Robinson, Jacquelyn P.; Shannon, David

Because of a recognition that the requirements of employees and the work values held by young people have been changing, a study was conducted to determine the meaning associated with work among high school consumer and homemaking home economics students. The effect of two independent variables, grade level and grade point average (GPA), was…

Predicting academic performance of medical students: the first three years.

PubMed

Höschl, C; Kozený, J

1997-06-01

The purpose of this exploratory study was to identify a cluster of variables that would most economically explain variations in the grade point averages of medical students during the first 3 years of study. Data were derived from a study of 92 students admitted to the 3rd Faculty of Medicine in 1992-1993 academic year and who were still in the medical school at the end of the sixth semester (third year). Stepwise regression analysis was used to build models for predicting log-transformed changes in grade point average after six semesters of study-at the end of the first, second, and third years. Predictor variables were chosen from four domains: 1) high school grade point averages in physics, mathematics, and the Czech language over 4 years of study, 2) results of admission tests in biology, chemistry, and physics, 3) admission committee's assessment of the applicant's ability to reproduce a text, motivation to study medicine, and social maturity, and 4) scores on the sentimentality and attachment scales of the Tridimensional Personality Questionnaire. The regression model, which included performance in high school physics, results of the admission test in physics, assessment of the applicant's motivation to study medicine, and attachment scale score, accounted for 32% of the change in grade point average over six semesters of study. The regression models using the first-, second-, and third-year grade point averages as the dependent variables showed slightly decreasing amounts of explained variance toward the end of the third year of study and within domains, changing the structure of predictor variables. The results suggest that variables chosen from the assessment domains of high school performance, written entrance examination, admission interview, and personality traits may be significant predictors of academic success during the first 3 years of medical study.

Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10. First Look (Provisional Data). NCES 2013-309rev

ERIC Educational Resources Information Center

Stillwell, Robert; Sable, Jennifer

2013-01-01

This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of…

Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10. First Look (Provisional Data). NCES 2013-309

ERIC Educational Resources Information Center

Stillwell, Robert; Sable, Jennifer

2013-01-01

This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of…

Public School Graduates and Dropouts from the Common Core of Data: School Year 2007-08. First Look. NCES 2010-341

ERIC Educational Resources Information Center

Stillwell, Robert

2010-01-01

This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9 through 12 for public schools in school year 2007-08. The counts of graduates, dropouts, and enrollments by grade are from the National Center for Education Statistics (NCES) Common Core of Data (CCD) nonfiscal…

Public School Graduates and Dropouts from the Common Core of Data: School Year 2006-07. First Look. NCES 2010-313

ERIC Educational Resources Information Center

Stillwell, Robert

2009-01-01

This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2006-07. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the National Center…

Remembering others: using life scripts to access positive but not negative information.

PubMed

White, Hedy; Coppola, Harmony A; Multunas, Nichole K

2008-01-01

The current research extended to memories of others the life script theory of abstract, idealized mental representations of transitional experiences. Recent and earlier high school graduates rated positive and negative characteristics of popular, average, and unpopular girls from their schools. "Average" girls were rated as higher than average on possessing positive characteristics. Recent but not earlier graduates distinguished between popularity conditions on negative characteristics (negative information is not included in life scripts). For positive characteristics, earlier graduates remembered unpopular girls less favorably (perhaps using stereotypical scripts) than recent graduates remembered them (having greater access to episodic memories of individual girls). A smaller graduation time difference in the same direction resulted for average and popular girls.

Methods and Descriptive Epidemiology of Services Provided by Athletic Trainers in High Schools: The National Athletic Treatment, Injury and Outcomes Network Study.

PubMed

Kerr, Zachary Y; Dompier, Thomas P; Dalton, Sara L; Miller, Sayers John; Hayden, Ross; Marshall, Stephen W

2015-12-01

Research is limited on the extent and nature of the care provided by athletic trainers (ATs) to student-athletes in the high school setting. To describe the methods of the National Athletic Treatment, Injury and Outcomes Network (NATION) project and provide the descriptive epidemiology of AT services for injury care in 27 high school sports. Descriptive epidemiology study. Athletic training room (ATR) visits and AT services data collected in 147 high schools from 26 states. High school student-athletes participating in 13 boys' sports and 14 girls' sports during the 2011-2012 through 2013-2014 academic years. The number of ATR visits and individual AT services, as well as the mean number of ATR visits (per injury) and AT services (per injury and ATR visit) were calculated by sport and for time-loss (TL) and non-time-loss (NTL) injuries. Over the 3-year period, 210 773 ATR visits and 557 381 AT services were reported for 50 604 injuries. Most ATR visits (70%) were for NTL injuries. Common AT services were therapeutic activities or exercise (45.4%), modalities (18.6%), and AT evaluation and reevaluation (15.9%), with an average of 4.17 ± 6.52 ATR visits and 11.01 ± 22.86 AT services per injury. Compared with NTL injuries, patients with TL injuries accrued more ATR visits (7.76 versus 3.47; P < .001) and AT services (18.60 versus 9.56; P < .001) per injury. An average of 2.24 ± 1.33 AT services were reported per ATR visit. Compared with TL injuries, NTL injuries had a larger average number of AT services per ATR visit (2.28 versus 2.05; P < .001). These findings highlight the broad spectrum of care provided by ATs to high school student-athletes and demonstrate that patients with NTL injuries require substantial amounts of AT services.

Exit Examinations, Peer Academic Climate, and Adolescents' Developmental Outcomes

ERIC Educational Resources Information Center

Benner, Aprile D.

2013-01-01

Implications of high school exit examination performance were examined with a sample of 672 racial/ethnic minority students. Exit examination failure in the 10th grade was negatively linked to subsequent grade point average, school engagement, and school belonging one year later, controlling for outcomes prior to taking the examination.…

Closing the Achievement Gap: Views from Nine Schools.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability.

This study examined North Carolina schools serving large numbers of poor and minority students, emphasizing nine schools where black student achievement was especially high, where black students had made strong gains, or where the black-white achievement gap was closing faster than the state average. Between 1999-00, research teams visited each…

Latent profile analysis of sixth graders based on teacher ratings: Association with school dropout.

PubMed

Orpinas, Pamela; Raczynski, Katherine; Peters, Jaclyn Wetherington; Colman, Laura; Bandalos, Deborah

2015-12-01

The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth grade in public schools in Northeast Georgia. The majority of the sample was randomly selected; a smaller group was identified by teachers as high risk for aggression. Based on teacher ratings of externalizing behaviors, internalizing problems, academic skills, leadership, and social assets, latent profile analysis yielded 7 classes that can be displayed along a continuum: Well-Adapted, Average, Average-Social Skills Deficit, Internalizing, Externalizing, Disruptive Behavior with School Problems, and Severe Problems. Dropout rate was lowest for the Well-adapted class (4%) and highest for the Severe Problems class (58%). However, students in the Average-Social Skills Deficit class did not follow the continuum, with a large proportion of students who abandoned high school (29%). The proportion of students identified by teachers as high in aggression consistently increased across the continuum from none in the Well-Adapted class to 84% in the Severe Problems class. Students' self-reports were generally consistent with the latent profile classes. Students in the Well-Adapted class reported low aggression, drug use, and delinquency, and high life satisfaction; self-reports went in the opposite direction for the Disruptive Behaviors with School Problems class. Results highlight the importance of early interventions to improve academic performance, reduce externalizing behaviors, and enhance social assets. (c) 2015 APA, all rights reserved).

Mold contamination in schools with either high or low prevelance of asthma.

PubMed

Vesper, Stephen; Prill, Rich; Wymer, Larry; Adkins, Lauren; Williams, Ronald; Fulk, Florence

2015-02-01

Mold exposures have been linked to the development and exacerbation of asthma. The purpose of this study was to determine whether the Environmental Relative Moldiness Index (ERMI) metric, developed to quantify mold exposures in homes, might be applied to evaluating the mold contamination in schools. Settled dust samples (n = 10) were collected on each level of a water-damaged school in Springfield, Massachusetts and two samples per level in five Idaho schools. Each dust sample was analyzed for the 36 molds that make up the ERMI. The concentration of 2.5-μm particulate matter (PM2.5 ) was measured in each school at two locations during the spring of 2013. The average ERMI value in the Springfield school, 15.51, was significantly greater (p < 0.001) than the average ERMI value, -2.87, in the Idaho schools. Ten of the twenty-six Group 1 molds, which are associated with water-damaged environments, were in significantly greater concentrations in the Springfield school. The populations of Group 2 molds, which are common indoors even without water damage, were essentially the same in Springfield and Idaho schools. The average PM2.5 concentration in the Springfield and Idaho schools was 11.6 and 3.4 μg/m(3) , respectively. The ERMI scale might be useful in comparing the relative mold contamination in schools. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Embedded Remediation: A New Paradigm

ERIC Educational Resources Information Center

Blake, Nicola

2016-01-01

Guttman Community College (GCC), a newly-established, urban community college, part of the City University of New York (CUNY), enrolls a largely traditional student body which is also predominantly minority. Students enter the college with an average high-school grade-point average of 75% (C average), and are required to enroll in three first-year…

A case study of a vocabulary strategy in a high school class of special education students

NASA Astrophysics Data System (ADS)

Prevost, Jill K.

In the United States, almost 7000 students drop out of high school every day and the most common reason is academic failure. The economic, social, and emotional cost of dropping out of high school are enormous. Vocabulary knowledge is essential for students to grasp the concepts of a content area and there has been little research reported for scaffolding vocabulary learning in content classes. The purpose of this study was to investigate a vocabulary instructional strategy in a high school biology class. The research questions focused on understanding the vocabulary instructional strategy and student perception of the strategy. This was an evaluative case study using a convenience sample of a college preparatory biology class of special education students. Participants included eight males and two females who were identified as having learning, emotional or health disabilities with average to low average intelligence. Informal interviews, observations, school records, student and teacher artifacts and rich description were used for data triangulation. Analysis involved coding and grouping data by category, and identification of relationships between categories. Three themes emerged from this study: Students believed the strategy helped them to learn vocabulary, the strategy gave direction to instruction, and the strategy can be difficult to implement. The skill level of our future work force and the health of our society is linked to our nation's high school graduation rate. Development of instructional strategies that result in student academic success will improve our high school graduation rate which will result in positive social change.

Effect of Chinese Parental Practices on Their Adolescent Children's School Performance, Moderated by Student's Conformity to Parents, Self-Esteem, and Self-Efficacy.

ERIC Educational Resources Information Center

Shen, Yuh-Ling; Peterson, Gary

This study examined how parental practices in mainland China influence adolescents' school performance, including school motivation and grade point average (GPA), when moderated by self-esteem and self-efficacy. Participating in the study were 497 students, ranging in age from 12 to 19 years, attending six public junior and senior high schools.…

Performance of High School Students in a Laparoscopic Training Program.

PubMed

Furer, Scott; Alam, Sarah; Rosser, James

2017-01-01

We hypothesized that high school students can be subjected to the same laparoscopic surgical training curriculum used by surgeons and successfully complete it. The goal of this study was to evaluate the appropriateness of early training in minimally invasive surgical techniques. Thirteen high school students, ages 15-18, participated in the validated Top Gun Surgeon Laparoscopic Skills and Suturing program. The students performed 3 preparatory drills 10 times each. The students' scores were then compared to a database of 393 surgeons. Performance graphs were prepared to allow comparison of skills acquisition between the 2 training groups. All 13 students successfully completed the tasks. The Students' performance (expressed as time/percentile range/average percentile) for each task were as follows: rope pass 101.8 seconds/3.8-47.1/11.8; bean drop 149.5 seconds/18.7-96.0/59.4; triangle transfer 303.2 seconds/1.3-16.0/5.8. The students started each drill with slower times, but their average improvement (decreased time to complete tasks) was more rapid than that of the surgeons between the first and second trials for each drill (-83 seconds vs -25 seconds, -120 seconds vs -53 seconds, -100 seconds vs -60 seconds). Average student times compared to average surgeon times during the last trials measured were not significantly different in the triangle transfer and rope pass drills ( P = .40 and .18, respectively). Students' times were significantly faster than surgeons' in the last measured trial of the bean drop ( P = .039). Despite the small sample size, this investigation suggests that high school students can successfully complete skill-building programs in minimally invasive surgery. Further study is needed to evaluate the appropriateness of starting surgical training of future residents at an earlier stage of their careers.

Promoting Achievement in School through Sport: Three-Year Impact Study and Summary Report Covering Data from 1991-92, 1992-93, and 1993-94 School Years.

ERIC Educational Resources Information Center

American Sports Inst., Mill Valley, CA.

This report presents data on a study of the Promoting Achievement in School through Sport (PASS) program as implemented over three years in eight different schools. The study used grade point average (GPA) as the evaluation element. PASS is a daily, year-long high school course using positive aspects of sports culture to enhance academic…

Spatial and temporal variations in traffic-related particulate matter at New York City high schools

NASA Astrophysics Data System (ADS)

Patel, Molini M.; Chillrud, Steven N.; Correa, Juan C.; Feinberg, Marian; Hazi, Yair; Deepti, K. C.; Prakash, Swati; Ross, James M.; Levy, Diane; Kinney, Patrick L.

Relatively little is known about exposures to traffic-related particulate matter at schools located in dense urban areas. The purpose of this study was to examine the influences of diesel traffic proximity and intensity on ambient concentrations of fine particulate matter (PM 2.5) and black carbon (BC), an indicator of diesel exhaust particles, at New York City (NYC) high schools. Outdoor PM 2.5 and BC were monitored continuously for 4-6 weeks at each of 3 NYC schools and 1 suburban school located 40 km upwind of the city. Traffic count data were obtained using an automated traffic counter or video camera. BC concentrations were 2-3 fold higher at urban schools compared with the suburban school, and among the 3 urban schools, BC concentrations were higher at schools located adjacent to highways. PM 2.5 concentrations were significantly higher at urban schools than at the suburban school, but concentrations did not vary significantly among urban schools. Both hourly average counts of trucks and buses and meteorological factors such as wind direction, wind speed, and humidity were significantly associated with hourly average ambient BC and PM 2.5 concentrations in multivariate regression models. An increase of 443 trucks/buses per hour was associated with a 0.62 μg/m 3 increase in hourly average BC at an NYC school located adjacent to a major interstate highway. Car traffic counts were not associated with BC. The results suggest that local diesel vehicle traffic may be important sources of airborne fine particles in dense urban areas and consequently may contribute to local variations in PM 2.5 concentrations. In urban areas with higher levels of diesel traffic, local, neighborhood-scale monitoring of pollutants such as BC, which compared to PM 2.5, is a more specific indicator of diesel exhaust particles, may more accurately represent population exposures.

Role of students’ context in predicting academic performance at a medical school: a retrospective cohort study

PubMed Central

Thiele, Tamara; Pope, Daniel; Singleton, A; Stanistreet, D

2016-01-01

Objectives This study examines associations between medical students’ background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. Design Retrospective cohort analysis. Setting Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. Participants 571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree. Main outcome measures Final average at year 4 of the medical programme (represented as a percentage). Results Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university. Conclusions The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university. Such variations depict how patterns may differ between subjects and higher-education institutions. Findings advocate for further evidence to help guide the implementation of changes in admissions processes and widen participation at medical schools fairly. PMID:26969642

Role of students' context in predicting academic performance at a medical school: a retrospective cohort study.

PubMed

Thiele, Tamara; Pope, Daniel; Singleton, A; Stanistreet, D

2016-03-11

This study examines associations between medical students' background characteristics (postcode-based measures of disadvantage, high school attended, sociodemographic characteristics), and academic achievement at a Russell Group University. Retrospective cohort analysis. Applicants accepted at the University of Liverpool medical school between 2004 and 2006, finalising their studies between 2010 and 2011. 571 students (with an English home postcode) registered on the full-time Medicine and Surgery programme, who successfully completed their medical degree. Final average at year 4 of the medical programme (represented as a percentage). Entry grades were positively associated with final attainment (p<0.001). Students from high-performing schools entered university with higher qualifications than students from low-performing schools (p<0.001), though these differences did not persist at university. Comprehensive school students entered university with higher grades than independent school students (p<0.01), and attained higher averages at university, though differences were not significant after controlling for multiple effects. Associations between school type and achievement differed between sexes. Females attained higher averages than males at university. Significant academic differences were observed between ethnic groups at entry level and university. Neither of the postcode-based measures of disadvantage predicted significant differences in attainment at school or university. The findings of this study suggest that educational attainment at school is a good, albeit imperfect, predictor of academic attainment at medical school. Most attainment differences observed between students either decreased or disappeared during university. Unlike previous studies, independent school students did not enter university with the highest grades, but achieved the lowest attainment at university. Such variations depict how patterns may differ between subjects and higher-education institutions. Findings advocate for further evidence to help guide the implementation of changes in admissions processes and widen participation at medical schools fairly. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

English Educational Policy for High Schools in Japan: Ideals vs. Reality

ERIC Educational Resources Information Center

Kikuchi, Keita; Browne, Charles

2009-01-01

The Japanese Ministry of Education, Culture, Sports, Science and Technology issues a document known as the Course of Study Guidelines on average once every ten years. This document states the overall and specific goals for English education in Japanese junior and senior high schools including specifying the contents of ministry approved textbooks.…

Benefits of Personality Characteristics and Self-Efficacy in the Perceived Academic Achievement of Medical Students

ERIC Educational Resources Information Center

Guntern, Sabine; Korpershoek, Hanke; van der Werf, Greetje

2017-01-01

This study investigates the joint impact of personality characteristics and self-efficacy on the perceived academic achievement of medical students on top of their prior high school performance. The sample consisted of medical students in their pre-clinical years. The students' grade point average scores at high school were included as control…

Test Performance and Social Comparison Choices of High School Men and Women.

ERIC Educational Resources Information Center

Golden, Gail Anna; Cherry, Frances

1982-01-01

Hypothesized that high school girls would perform better if they anticipated test results to be private, and that boys would perform better under conditions of anticipated public feedback. Found the hypothesis to be supported for girls in average ability classes; girls in advanced ability classes performed better with public feedback. (Author/GC)

Smokeless Tobacco Consumption by Mexican-American High School Students.

ERIC Educational Resources Information Center

Lopez, Linda C.; Hamlin, Penelope A.

A survey of 208 female and 191 male students attending a public high school in southwestern New Mexico assessed the extent of student use of smokeless tobacco products. The sample included 179 Mexican-American and 26 Anglo-American females, as well as 152 Mexican-American and 26 Anglo-American males. The average age of both female and male…

Academic Identity Status, Goal Orientation, and Academic Achievement among High School Students

ERIC Educational Resources Information Center

Hejazi, Elaheh; Lavasani, Masoud Gholamali; Amani, Habib; Was, Christopher A.

2012-01-01

The aim of the present study was to determine the relationship between academic identity status, goal orientations and academic achievement. 301 first year high school students completed the Academic Identity Measure and Goal Orientation Questionnaire. The average of 10 exam scores in the final semester was used as an index of academic…

High School Ability Patterns: A Backward Look from the Doctorate. Scientific Manpower Report No. 6.

ERIC Educational Resources Information Center

Harmon, Lindsey R.

Questionnaires were sent to U.S. high schools soliciting information on former students who had earned doctorates. The questionnaire provided data on grades, rank in graduating class, and mental test scores. The grades were summarized into four grade-point averages (GPA's), one each for English and foreign languages, social studies, mathematics,…

Prevalence and Co-Occurrence of Addictive Behaviors among Russian and Spanish Youth: A Replication Study

ERIC Educational Resources Information Center

Tsai, Jennifer; Huh, Jimi; Idrisov, Bulat; Galimov, Artur; Espada, Jose P.; Gonzálvez, María T.; Sussman, Steve

2016-01-01

Recently, an addiction matrix measure was assessed among U.S. former alternative high school youth. This presentation seeks to examine the generalizability of findings using this measure among Russian and Spanish high school adolescents. Latent class analysis was used to explore addiction subgroups among adolescents in Russia (average age = 16.27;…

The effect of school dismissal on rates of influenza-like illness in New York City schools during the spring 2009 novel H1N1 outbreak.

PubMed

Egger, Joseph R; Konty, Kevin J; Wilson, Elisha; Karpati, Adam; Matte, Thomas; Weiss, Don; Barbot, Oxiris

2012-03-01

The effects of individual school dismissal on influenza transmission have not been well studied. During the spring 2009 novel H1N1 outbreak, New York City implemented an individual school dismissal policy intended to limit influenza transmission at schools with high rates of influenza-like illness (ILI). Active disease surveillance data collected by the New York City Health Department on rates of ILI in schools were used to evaluate the impact. Sixty-four schools that met the Health Department's criteria for considering dismissal were included in the analysis. Twenty-four schools that met criteria subsequently dismissed all classes for approximately 1 school week. A regression model was fit to these data, estimating the effect of school dismissal on rates of in-school ILI following reconvening, adjusting for potential confounders. The model estimated that, on average, school dismissal reduced the rate of ILI by 7.1% over the entire average outbreak period. However, a large proportion of in-school ILI occurred before dismissal criteria were met. A separate model estimated that school absenteeism rates were not significantly affected by dismissal. Results suggest that individual school dismissal could be considered in situations where schools have a disproportionate number of high-risk students or may be unable to implement recommended preventive or infection control measures. Future work should focus on developing more sensitive indicators of early outbreak detection in schools and evaluating the impact of school dismissal on community transmission. © 2012, American School Health Association.

Improving the critical thinking skills of junior high school students on Earth and Space Science (ESS) materials

NASA Astrophysics Data System (ADS)

Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

2018-05-01

Critical thinking skills need to be developed in students. With critical thinking skills, students will be able to understand the concept with more depth easily, be sensitive with problems that occur, understand and solve problems that occur in their surroundings, and apply the concepts in different situations. Earth and Space Science (ESS) material is part of the science subjects given from elementary school to college. This research is a test of research program with quantitative method. This study aims to investigate the improvement of critical thinking skills of students through training of science teachers in junior high school in designing learning media for teaching ESS. With samples of 24 science teachers and 32 students of grade 7th in junior high school which are chosen by purposive sampling in a school in Ogan Ilir District, South Sumatra, obtained average pre-test and post-test scores of students’ critical thinking skills are 52.26 and 67.06 with an average N-gain of 0.31. A survey and critical thinking skills based-test were conducted to get the data. The results show positive impact and an increase in students’ critical thinking skills on the ESS material.

A Case Study: The Potential of Energy Efficiency in Senior High School of Semarang Regency, Central Java, Indonesia

NASA Astrophysics Data System (ADS)

Yustika, Ana; Purwanto; Hermawan, H.

2018-02-01

The increasing of energy supply trend in Indonesia seems to be a serious problem in the implementation of sustainable development. This study case research aimed to determine the potential of energy efficiency in school environment. The subject of this research was SMA N 1 Ambarawa, located on Semarang Regency of Central Java, Indonesia. The data collection was done by used documentation, observation and interview method. The results showed that the average of electrical energy consumption in this school reached 11022.008 kWh/month, which resulted in the emergence of secondary emissions of CO2 by 9644.257 kg CO2/month. Overall, the consumption of electrical energy in this school was very efficient, with an Intensity of Energy Consumption (IEC) average 1.7957 kWh/m2/month. In this case, the implementation of short-term no cost, long-term no cost, middle-cost, short-term high cost and long-term high-cost recommendation could save electricity energy sequent by 3.159%; 7.536%; 9.499%; 35.278% - 36.626%; and 42.084%. In conclusion, the school environment had a big potential of energy efficiency that could reduce the energy consumption and CO2 gas emissions.

Later Start, Longer Sleep: Implications of Middle School Start Times.

PubMed

Temkin, Deborah A; Princiotta, Daniel; Ryberg, Renee; Lewin, Daniel S

2018-05-01

Although adolescents generally get less than the recommended 9 hours of sleep per night, research and effort to delay school start times have generally focused on high schools. This study assesses the relation between school start times and sleep in middle school students while accounting for potentially confounding demographic variables. Seventh and eighth grade students attending 8 late starting schools (∼8:00 am, n = 630) and 3 early starting schools (∼7:23 am, n = 343) from a diverse suburban school district completed online surveys about their sleep behaviors. Doubly robust inverse probability of treatment weighted regression estimates of the effects of later school start time on student bedtimes, sleep duration, and daytime sleepiness were generated. Attending a school starting 37 minutes later was associated with an average of 17 additional minutes of sleep per weeknight, despite an average bedtime 15 minutes later. Students attending late starting schools were less sleepy than their counterparts in early starting schools, and more likely to be wide awake. Later school start times were significantly associated with improved sleep outcomes for early adolescents, providing support for the movement to delay school start times for middle schools. © 2018, American School Health Association.

A Tax Increase Is Essential To Improve Illinois Schools.

ERIC Educational Resources Information Center

Lewis, James H.; Taylor, D. Garth

A tax increase is necessary to improve Illinois public schools, as this analysis demonstrates. When Illinois is compared to the rest of the United States, it has high wealth, low taxes, and low commitment to education. In fact, it has the financial capacity to have much better funded schools. Illinois ranked 12th nationally in average buying…

Heart Rate Responses of High School Students Participating in Surfing Physical Education.

PubMed

Bravo, Michelle M; Cummins, Kevin M; Nessler, Jeff A; Newcomer, Sean C

2016-06-01

Despite the nation's rising epidemic of childhood obesity and diabetes, schools struggle to promote physical activities that help reduce risks for cardiovascular disease. Emerging data suggest that adopting novel activities into physical education (PE) curriculum may serve as an effective strategy for increasing physical activity in children. The purpose of this investigation was to characterize activity in the water and heart rates (HRs) of high school students participating in surf PE courses. Twenty-four male (n = 20) and female (n = 4) high school students (mean age = 16.7 ± 1.0 years) who were enrolled in surf PE courses at 2 high schools participated in this investigation. Daily measurements of surfing durations, average HR, and maximum HR were made on the students with HR monitors (PolarFT1) over an 8-week period. In addition, HR and activity in the water was evaluated during a single session in a subset of students (n = 11) using a HR monitor (PolarRCX5) and a video camera (Canon HD). Activity and HR were synchronized and evaluated in 5-second intervals during data analyses. The average duration that PE students participated in surfing during class was 61.7 ± 1.0 minutes. Stationary, paddling, wave riding, and miscellaneous activities comprised 42.7 ± 9.5, 36.7 ± 7.9, 2.9 ± 1.4, and 17.8 ± 11.4 percent of the surf session, respectively. The average and maximum HRs during these activities were 131.1 ± 0.9 and 177.2 ± 1.0 b·min, respectively. These data suggest that high school students participating in surf PE attained HRs and durations that are consistent with recommendations with cardiovascular fitness and health. In the future, PE programs should consider incorporating other action sports into their curriculum to enhance cardiovascular health.

Prevalence of sleep duration on an average school night among 4 nationally representative successive samples of American high school students, 2007-2013.

PubMed

Basch, Charles E; Basch, Corey H; Ruggles, Kelly V; Rajan, Sonali

2014-12-11

Consistency, quality, and duration of sleep are important determinants of health. We describe sleep patterns among demographically defined subgroups from the Youth Risk Behavior Surveillance System reported in 4 successive biennial representative samples of American high school students (2007 to 2013). Across the 4 waves of data collection, 6.2% to 7.7% of females and 8.0% to 9.4% of males reported obtaining 9 or more hours of sleep. Insufficient duration of sleep is pervasive among American high school students. Despite substantive public health implications, intervention research on this topic has received little attention.

ACT Average Composite by State: 2000 ACT-Tested Graduates.

ERIC Educational Resources Information Center

American Coll. Testing Program, Iowa City, IA.

This table contains average composite scores by state for high school graduates who took the ACT Assessment in 2000. For each state the percentage of graduates taking the ACT Assessment and the average composite score are given, with the same information for those who completed the recommended core curriculum and those who did not, as well as for…

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Teacher practices and student science grades as indicators of performance on the Reading, Mathematics, and Science Reasoning subtests of the ACT

NASA Astrophysics Data System (ADS)

Wade, Marilyn R.

In light of the federal mandates of standardized testing at all levels set in the No Child Left Behind Act of 2002, the purpose of this study was to determine if a significant relationship exists between high school science averages, the number of high school science courses taken, and the ACT Reading, Mathematics, and Science Reasoning subscores with consideration of the demographic characteristics of gender, ethnicity, and school attended. Further, this study examined the influence of the instructional practices and assessment methods used by the classroom teacher on students' ACT Science Reasoning subscores. The sample consisted of four public high schools in Northwest Tennessee, which provided data for students in the graduating classes of 2003 and 2004. Eight of 16 teachers at these schools who had taught students from both graduating classes completed a survey indicating instructional practices and assessment methods used in the classroom. Multiple regression results indicated positive significant relationships of white ethnicity, high school science average, and the number of high school courses taken to the three ACT subscores. Negative significant relationships were found for black ethnicity in relation to the three ACT subscores and for gender in relation to the ACT Mathematics and ACT Science Reasoning subscore. MANOVA results indicated no significant difference in instructional practices and Mann-Whitney U test results indicated no significant difference in assessment methods of teachers at lower- and higher-scoring schools. Further study is needed to determine the types of professional development activities that teachers need and desire to make positive changes in instructional practices and assessment methods to raise levels of achievement for all students.

High School Teachers Use of Writing to Support Students' Learning: A National Survey

ERIC Educational Resources Information Center

Gillespie, Amy; Graham, Steve; Kiuhara, Sharlene; Hebert, Michael

2014-01-01

A random sample of language arts, social studies, science, and math high school teachers from across the United States were surveyed about their use of writing to support student learning. Four out of every five teachers reported they used writing to support student learning, applying on average 24 different writing activities across the school…

The Importance of Self-Regulation for the School and Peer Engagement of Children with High-Functioning Autism

ERIC Educational Resources Information Center

Jahromi, Laudan B.; Bryce, Crystal I.; Swanson, Jodi

2013-01-01

This study examined individual differences in self-regulation, emotional and behavioral school engagement, and prosocial peer engagement in a sample of 40 children that included children with high functioning autism (HFA; n = 20) and their typical peers (n = 20). Children were 54.57 months on average at recruitment. Measures of self-regulation…

High School Grade Inflation from 1991 to 2003. Research Report Series 2004-04

ERIC Educational Resources Information Center

Woodruff, David J.; Ziomek, Robert L.

2004-01-01

This report presents the results of a study investigating inflation in high school grade point average (HSGPA). Inflation was measured by comparing HSGPA to ACT Assessment (ACT) scores over the years 1991 to 2003. The results indicate the presence of grade inflation over the 13 years. That is, HSGPAs increased without a concomitant increase in…

GROUP COUNSELING FOR GIFTED UNDERACHIEVING HIGH SCHOOL STUDENTS IN SEQUOIA HIGH SCHOOL DISTRICT.

ERIC Educational Resources Information Center

FINNEY, BEN C.; VAN DALSEM, ELIZABETH L.

BECAUSE OF THE FAR-REACHING IMPLICATIONS OF THE PROBLEMS OF THE UNDERACHIEVER, IT WAS SOUGHT TO DETERMINE WHETHER GROUP COUNSELING ON A LONG-TERM BASIS WOULD HAVE ANY POSITIVE EFFECT. STUDENTS CHOSEN WERE IN THE TOP 25 PERCENT IN APTITUDE, WITH GRADE AVERAGES CONSIDERABLY BELOW THE MEAN. A CONTROL AND AN EXPERIMENTAL GROUP WERE CHOSEN. IT WAS…

Validity Evidence for ACT Compass® Placement Tests. ACT Research Report Series 2014 (2)

ERIC Educational Resources Information Center

Westrick, Paul A.; Allen, Jeff

2014-01-01

We examined the validity of using Compass® test scores and high school grade point average (GPA) for placing students in first-year college courses and for identifying students at risk of not succeeding. Consistent with other research, the combination of high school GPA and Compass scores performed better than either measure used alone. Results…

Predicting Grades in College Courses: A Comparison of Multiple Regression and Percent Succeeding Approaches

ERIC Educational Resources Information Center

Bridgeman, Brent; Pollack, Judith; Burton, Nancy

2008-01-01

Two methods of showing the ability of high school grades (high school grade point averages) and SAT scores to predict cumulative grades in different types of college courses were evaluated in a sample of 26 colleges. Each college contributed data from three cohorts of entering freshmen, and each cohort was followed for at least four years.…

Teacher Retention at Low-Performing Schools. Using the Evidence

ERIC Educational Resources Information Center

SERVE Center for Continuous Improvement at UNCG, 2006

2006-01-01

In 2004-2005, North Carolina's average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how…

A Validity and Reliability Study of the Motivated Strategies for Learning Questionnaire

ERIC Educational Resources Information Center

Erturan Ilker, Gökçe; Arslan, Yunus; Demirhan, Giyasettin

2014-01-01

The aim of this study is to determine the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for high school students. In total, 1605 students (829 girls, 776 boys, average age = 15.67 ± 1.19) from three different high schools in the central district of Ankara voluntarily participated in the study. The MSLQ was…

Atoms, Strings, Apples, and Gravity: What the Average American Science Teacher Does Not Teach

ERIC Educational Resources Information Center

Berube, Clair

2008-01-01

American science teachers in elementary and middle school face a dilemma as they prepare students for high school physics and advanced placement classes. The dilemma lies in ensuring that these students are equipped with the high-level science content they need to thrive in such classes. Aside from life sciences and chemistry sciences, how are our…

The Development and Use of Cheremic, Graphemic, and Phonological Coding in Deaf High School-Aged Readers.

ERIC Educational Resources Information Center

O'Connor, Katherine; Taylor, Linda S.

This report outlines the a study that investigated the reading skills of high school students (ages 14-19) with severe or profound prelingual deafness, including 6 skilled readers with parents with deafness, 6 skilled readers with hearing parents, and 6 average readers with hearing parents. The study determined short-term memory strategies used by…

Intertemporal Consistency of Predictors of Student Performance: Evidence from a Business Administration Program

ERIC Educational Resources Information Center

Richter, Ansgar

2006-01-01

In this article, the author analyzes the intertemporal consistency of high school grades as predictors of the academic performance of business administration students over a 2-year period by using data from a university in Germany. This study shows how students' average high school grades and a range of other factors are regressed on the students'…

High School Peer Networks and College Success: Lessons from Texas. Discussion Paper Series DP 2008-07

ERIC Educational Resources Information Center

Fletcher, Jason; Tienda, Marta

2008-01-01

This paper uses administrative data from the University of Texas-Austin to examine whether high school peer networks at college entry influence college achievement, measured by grade point average (GPA) and persistence. For each freshman cohort from 1993 through 2003 we calculate the number and ethnic makeup of college freshmen from each Texas…

A Descriptive Look at College Enrollment and Degree Completion of Baltimore City Graduates

ERIC Educational Resources Information Center

Durham, Rachel E.; Westlund, Erik

2011-01-01

Earning a college degree increases a person's life outcomes in income, employment, health, and quality of life. The average person with a bachelor's degree earns almost twice as much as a high school graduate and nearly triple that of someone who did not finish high school. The unemployment rate for people with bachelor's degrees is about…

The 1996 High Schools That Work Assessment: Good News, Bad News and Hope. Research Brief.

ERIC Educational Resources Information Center

Bottoms, Gene

Implementation of the High Schools That Work (HSTW) key practices improved achievement for career-bound students in these four ways: (1) HSTW sites showed significant improvement in average reading and math scores; (2) the percentage of career- bound students meeting HSTW performance goals in 1994 and 1996 increased from 33% to 43% in reading and…

Improving Study Habits of Junior High School Students Through Self-Management versus Group Discussion

ERIC Educational Resources Information Center

Harris, Mary B.; Trujillo, Amaryllis E.

1975-01-01

Both a self-management approach, teaching the principles of behavior modification and self-control (n=36), and a group-discussion technique, involving discussion of study habits and problems (n=41), led to improvements in grade point averages compared with a no-treatment control group (n=36) for low-achieving junior high school students. (Author)

The Effects of a Modified Learning Strategy on the Multiple Step Mathematical Word Problem Solving Ability of Middle School Students with High-Functioning Autism or Asperger's Syndrome

ERIC Educational Resources Information Center

Schaefer Whitby, Peggy J.

2009-01-01

Children with HFA/AS are outperformed by their neuro-typical peers on mathematical problem solving skills even though they have average-to-above-average intelligence (Dickerson Mayes & Calhoun, 2003b); have average-to-above-average computation skills (Chiang & Lin, 2007); and, are educated in the general education setting (Twenty Eighth…

The effects of school poverty on adolescents’ sexual health knowledge

PubMed Central

Atkins, Robert; Sulik, Michael J.; Hart, Daniel; Ayres, Cynthia; Read, Nichole

2012-01-01

Using National Longitudinal Study of Adolescent Health data, hierarchical linear modeling was conducted to estimate the association of school poverty concentration to the sexual health knowledge of 6,718 adolescents. Controlling for individual socio-economic status, school poverty had modest negative effects on sexual health knowledge. Although not directly associated with sexual health knowledge, after controlling for demographic characteristics, school poverty interactions showed that sexual health knowledge was associated with higher grade point average (GPA) and age. The combination of low GPA and high-levels of school poverty was especially detrimental for students’ sexual health knowledge. There are differences in the sexual health knowledge of adolescents attending low poverty and high poverty schools that can be attributed to the school environment. PMID:22431188

Minority Student Academic Performance under the Uniform Admission Law: Evidence from the University of Texas at Austin.

PubMed

Niu, Sunny X; Tienda, Marta

2010-03-01

UT-Austin administrative data between 1990 and 2003 are used to evaluate claims that students granted automatic admission based on top 10% class rank underperform academically relative to lower ranked students who graduate from highly competitive high schools. Compared with white students ranked at or below the third decile, top 10% black and Hispanic enrollees arrive with lower average standardized test scores, yet consistently performed as well or better in grades, first year persistence, and four-year graduation likelihood. A similar story obtains for top 10% graduates from Longhorn high schools verses lower-ranked students who graduated from highly competitive feeder high schools. Multivariate results reveal that high school attended rather than test scores is largely responsible for racial differences in college performance.

Fixing New York's State Education Aid Dinosaur: A Proposal. Policy Brief.

ERIC Educational Resources Information Center

Yinger, John

New York State provides aid to local schools in a way that is unfair to the neediest school districts with high educational needs or low property wealth. Proposed in this policy brief is a new formula for state aid based on a comprehensive educational cost index and a school performance index that reflects an average passing rate on the new…

Diplomas Count 2012: Trailing behind, Moving Forward--Latino Students in U.S. Schools

ERIC Educational Resources Information Center

Education Week, 2012

2012-01-01

When it comes to educational challenges, the nation's 12.1 million Hispanic schoolchildren face plenty: language, poverty, lower-than-average graduation rates for high school and college, and, more recently, a wave of laws targeting illegal immigrants that has made school seem like less of a safe haven for Hispanic students in some states. Yet, as…

Are SSATs and GPA Enough? A Theory-Based Approach to Predicting Academic Success in Secondary School

ERIC Educational Resources Information Center

Grigorenko, Elena L.; Jarvin, Linda; Diffley, Ray; Goodyear, Julie; Shanahan, Edward J.; Sternberg, Robert J.

2009-01-01

Two studies were carried out to predict academic success in the highly competitive environment of a private preparatory school, Choate Rosemary Hall. The 1st study focused on the question of whether there are indicators beyond middle school grade-point average (GPA) and standardized test scores that might enhance the validity of measures for…

Locating Economic Risks for Adolescent Mental and Behavioral Health: Poverty and Affluence in Families, Neighborhoods, and Schools

ERIC Educational Resources Information Center

Coley, Rebekah Levine; Sims, Jacqueline; Dearing, Eric; Spielvogel, Bryn

2018-01-01

Research has identified risks of both poverty and affluence for adolescents. This study sought to clarify associations between income and youth mental and behavioral health by delineating economic risks derived from family, neighborhood, and school contexts within a nationally representative sample of high school students (N = 13,179, average age…

TIPS from PIP: Primary Intervention Program for At-Risk Students.

ERIC Educational Resources Information Center

Allen, Jackie M.; Rogers, Carolyn

It is estimated that, on average, three out of ten school (or as high as seven out of ten) children experience some type of school adjustment problem. This paper outlines a program designed for children who have mild school adjustment difficulties in the early grades (K-3) and who are at risk of more serious difficulties as they become older. This…

A Town Turned Classroom: How a Focus on Farming Saved a Rural Kansas School

ERIC Educational Resources Information Center

Headden, Susan

2012-01-01

Educational achievement in rural America is one of the country's great overlooked challenges. Rural students achieve below the U.S. average on national tests, and high school dropout rates are higher and college attendance lower than they are in cities and suburbs. When the U.S. Department of Education asks low-achieving schools to be turned…

The role of heterogeneity in contact timing and duration in network models of influenza spread in schools

PubMed Central

Toth, Damon J. A.; Leecaster, Molly; Pettey, Warren B. P.; Gundlapalli, Adi V.; Gao, Hongjiang; Rainey, Jeanette J.; Uzicanin, Amra; Samore, Matthew H.

2015-01-01

Influenza poses a significant health threat to children, and schools may play a critical role in community outbreaks. Mathematical outbreak models require assumptions about contact rates and patterns among students, but the level of temporal granularity required to produce reliable results is unclear. We collected objective contact data from students aged 5–14 at an elementary school and middle school in the state of Utah, USA, and paired those data with a novel, data-based model of influenza transmission in schools. Our simulations produced within-school transmission averages consistent with published estimates. We compared simulated outbreaks over the full resolution dynamic network with simulations on networks with averaged representations of contact timing and duration. For both schools, averaging the timing of contacts over one or two school days caused average outbreak sizes to increase by 1–8%. Averaging both contact timing and pairwise contact durations caused average outbreak sizes to increase by 10% at the middle school and 72% at the elementary school. Averaging contact durations separately across within-class and between-class contacts reduced the increase for the elementary school to 5%. Thus, the effect of ignoring details about contact timing and duration in school contact networks on outbreak size modelling can vary across different schools. PMID:26063821

School Quality and the Development of Cognitive Skills between Age Four and Six

PubMed Central

Borghans, Lex; Golsteyn, Bart H. H.; Zölitz, Ulf

2015-01-01

This paper studies the extent to which young children develop their cognitive ability in high and low quality schools. We use a representative panel data set containing cognitive test scores of 4-6 year olds in Dutch schools. School quality is measured by the school’s average achievement test score at age 12. Our results indicate that children in high-quality schools develop their skills substantially faster than those in low-quality schools. The results remain robust to the inclusion of initial ability, parental background, and neighborhood controls. Moreover, using proximity to higher-achieving schools as an instrument for school choice corroborates the results. The robustness of the results points toward a causal interpretation, although it is not possible to erase all doubt about unobserved confounding factors. PMID:26182123

Lesson plan profile of senior high school biology teachers in Subang

NASA Astrophysics Data System (ADS)

Rohayati, E.; Diana, S. W.; Priyandoko, D.

2018-05-01

Lesson plan have important role for biology teachers in teaching and learning process. The aim of this study was intended to gain an overview of lesson plan of biology teachers’ at Senior High Schools in Subang which were the members of biology teachers association in Subang. The research method was descriptive method. Data was collected from 30 biology teachers. The result of study showed that lesson plan profile in terms of subject’s identity had good category with 83.33 % of average score. Analysis on basic competence in fair category with 74.45 % of average score. The compatibility of method/strategy was in fair category with average score 72.22 %. The compatibility of instrument, media, and learning resources in fair category with 71.11 % of average score. Learning scenario was in good category with 77.00 % of average score. The compatibility of evaluation was in low category with 56.39 % of average score. It can be concluded that biology teachers in Subang were good enough in making lesson plan, however in terms of the compatibility of evaluation needed to be fixed. Furthermore, teachers’ training for biology teachers’ association was recommended to increasing teachers’ skill to be professional teachers.

A Comparison of the Effects of LOGO Use and Teacher-Directed Problem-Solving Instruction on the Problem-Solving Skills, Achievement, and Attitudes of Low, Average, and High Achieving Junior High School Learners.

ERIC Educational Resources Information Center

Dalton, David W.

This comparison of the effects of LOGO use with the use of teacher-directed problem-solving instruction, and with conventional mathematics instruction, focused on the problem-solving ability, basic skills achievement, and attitudes of junior high school learners. Students (N=97) in five seventh grade mathematics classes were systematically…

In Haiti, a Rare Leg Up

ERIC Educational Resources Information Center

Campbell, Monica

2007-01-01

This article features Haitian Education & Leadership Program, Haiti's largest university-scholarship program, which provides merit scholarships to students in the top 10 percent of their high-school classes in the country's poorest areas. On average, the scholarships pay students $4,100, which covers tuition, textbooks, and school supplies,…

The 1996 High Schools That Work Assessment: Good News and Bad News for Health Occupations Programs. Research Brief.

ERIC Educational Resources Information Center

Bottoms, Gene; Presson, Alice

The academic achievement of students in health occupations programs at High Schools That Work (HSTW) sites in 1996 was compared to academic performance levels at HSTW sites in 1994. Health occupations students at HSTW sites improved their average reading scores from 269 in 1993 to 278 in 1996. During the study period, the gap widened between HSTW…

Heart Rates of High School Physical Education Students during Team Sports, Individual Sports, and Fitness Activities

ERIC Educational Resources Information Center

Laurson, Kelly R.; Brown, Dale D.; Cullen, Robert W.; Dennis, Karen K.

2008-01-01

This study examined how activity type influenced heart rates and time spent in target heart rate zones of high school students participating in physical education classes. Significantly higher average heart rates existed for fitness (142 plus or minus 24 beats per minute [bpm]) compared to team (118 plus or minus 24 bpm) or individual (114 plus or…

Collaborative Behaviors Practiced by Teachers and Their Administrators Resulting in Increased California High School Exit Exam Pass Rates for Students with Learning Disabilities

ERIC Educational Resources Information Center

Everett, Katherine E.

2013-01-01

Purpose. The purpose of this replication study was to describe the extent to which seven collaborative behaviors were demonstrated by general education teachers assigned students with disabilities, education specialists, and their administrators in selected California high schools that exceeded the state average pass rate for 10th-grade students…

Success in an Introductory Operations Research Course: A Case Study at the United Arab Emirates University

ERIC Educational Resources Information Center

Yousef, Darwish Abdulrahman

2009-01-01

Purpose: The purpose of this paper is to examine the influence of a number of factors such as high school major, high school score, gender, Stat105, Maths I, Maths II grades, and grade point average (GPA) on students' academic performance in an introductory operations research (OR) course at the department of Business Administration--College of…

A Summer Program for Hispano High School Students. A Report for the Second Year, June 15, - July 10, 1970.

ERIC Educational Resources Information Center

Salazar, Tony

The goal for the second year of the Colorado Mexican-American Student Program was to motivate and inspire a selected number of high school students to seek a college education. Students for the program were selected according to 5 criteria: (1) Mexican American ancestry, (2) promising academic potential, (3) completion of grade 10, (4) average or…

The Leading Group Effect: Illusionary Declines in Scholastic Standard Scores of Mid-Range Japanese Junior High School Pupils

ERIC Educational Resources Information Center

Mori, Kazuo; Uchida, Akitoshi

2012-01-01

Longitudinal change in the average Z scores for four groups of pupils sorted by quartiles was examined for its stability over three years. The data, collected from 1998 to 2009, was obtained from nine cohorts of Japanese junior high school pupils totaling 1,962 subjects. It showed illusionary declines among the mid-range pupils but improvements…

The Effect of Music Participation on Mathematical Achievement and Overall Academic Achievement of High School Students

ERIC Educational Resources Information Center

Cox, H. A.; Stephens, L. J.

2006-01-01

A study was conducted on high school students, comparing those with some music credits to those with none. No statistically significant difference was found in their mean math grade point averages (GPA) or their mean cumulative GPAs. Students were then separated into two groups based on the number of music credits. Students who had earned at least…

Concepts and Skills in High School Calculus: An Examination of a Special Case in Japan and the United States

ERIC Educational Resources Information Center

Judson, Thomas W.; Nishimori, Toshiyuki

2005-01-01

In this study we investigated above-average high school calculus students from Japan and the United States in order to determine any differences in their conceptual understanding of calculus and their ability to use algebra to solve traditional calculus problems. We examined and interviewed 18 Calculus BC students in the United States and 26…

The Relationship of High School Type to Persistence and Grade Point Average of First-Year Students at Faith-Based Liberal Arts Colleges

ERIC Educational Resources Information Center

Litscher, Kenneth Michael

2015-01-01

Based on previous research, there are several student characteristics that have been identified to affect academic success of first-year students in college. However, there are few studies that examine if the type of high school (public, private faith-based, private secular, or homeschool) from which a student graduates affects grade point average…

Head Impact Exposure in Youth Football: High School Ages 14 to 18 Years and Cumulative Impact Analysis

PubMed Central

Urban, Jillian E.; Davenport, Elizabeth M.; Golman, Adam J.; Maldjian, Joseph A.; Whitlow, Christopher T.; Powers, Alexander K.; Stitzel, Joel D.

2015-01-01

Sports-related concussion is the most common athletic head injury with football having the highest rate among high school athletes. Traditionally, research on the biomechanics of football-related head impact has been focused at the collegiate level. Less research has been performed at the high school level, despite the incidence of concussion among high school football players. The objective of this study is to twofold: to quantify the head impact exposure in high school football, and to develop a cumulative impact analysis method. Head impact exposure was measured by instrumenting the helmets of 40 high school football players with helmet mounted accelerometer arrays to measure linear and rotational acceleration. A total of 16,502 head impacts were collected over the course of the season. Biomechanical data were analyzed by team and by player. The median impact for each player ranged from 15.2 to 27.0 g with an average value of 21.7 (±2.4) g. The 95th percentile impact for each player ranged from 38.8 to 72.9 g with an average value of 56.4 (±10.5) g. Next, an impact exposure metric utilizing concussion injury risk curves was created to quantify cumulative exposure for each participating player over the course of the season. Impacts were weighted according to the associated risk due to linear acceleration and rotational acceleration alone, as well as the combined probability (CP) of injury associated with both. These risks were summed over the course of a season to generate risk weighted cumulative exposure. The impact frequency was found to be greater during games compared to practices with an average number of impacts per session of 15.5 and 9.4, respectively. However, the median cumulative risk weighted exposure based on combined probability was found to be greater for practices vs. games. These data will provide a metric that may be used to better understand the cumulative effects of repetitive head impacts, injury mechanisms, and head impact exposure of athletes in football. PMID:23864337

Methods and Descriptive Epidemiology of Services Provided by Athletic Trainers in High Schools: The National Athletic Treatment, Injury and Outcomes Network Study

PubMed Central

Kerr, Zachary Y.; Dompier, Thomas P.; Dalton, Sara L.; Miller, Sayers John; Hayden, Ross; Marshall, Stephen W.

2015-01-01

Context Research is limited on the extent and nature of the care provided by athletic trainers (ATs) to student-athletes in the high school setting. Objective To describe the methods of the National Athletic Treatment, Injury and Outcomes Network (NATION) project and provide the descriptive epidemiology of AT services for injury care in 27 high school sports. Design Descriptive epidemiology study. Setting Athletic training room (ATR) visits and AT services data collected in 147 high schools from 26 states. Patients or Other Participants High school student-athletes participating in 13 boys' sports and 14 girls' sports during the 2011−2012 through 2013−2014 academic years. Main Outcome Measure(s) The number of ATR visits and individual AT services, as well as the mean number of ATR visits (per injury) and AT services (per injury and ATR visit) were calculated by sport and for time-loss (TL) and non–time-loss (NTL) injuries. Results Over the 3-year period, 210 773 ATR visits and 557 381 AT services were reported for 50 604 injuries. Most ATR visits (70%) were for NTL injuries. Common AT services were therapeutic activities or exercise (45.4%), modalities (18.6%), and AT evaluation and reevaluation (15.9%), with an average of 4.17 ± 6.52 ATR visits and 11.01 ± 22.86 AT services per injury. Compared with NTL injuries, patients with TL injuries accrued more ATR visits (7.76 versus 3.47; P < .001) and AT services (18.60 versus 9.56; P < .001) per injury. An average of 2.24 ± 1.33 AT services were reported per ATR visit. Compared with TL injuries, NTL injuries had a larger average number of AT services per ATR visit (2.28 versus 2.05; P < .001). Conclusions These findings highlight the broad spectrum of care provided by ATs to high school student-athletes and demonstrate that patients with NTL injuries require substantial amounts of AT services. PMID:26678290

Emotional Intelligence: Impact on Post-Secondary Academic Achievement

ERIC Educational Resources Information Center

Garg, Rashmi; Levin, Elizabeth; Tremblay, Line

2016-01-01

This research examined the simultaneous influences of emotional intelligence, adjustment to university, authoritative versus other parenting style, and high school average on first year university students' grade point average (GPA) via structural equation modeling. The participants were 299 first year students from the social science faculty at…

Extracurricular participation and academic outcomes: testing the over-scheduling hypothesis.

PubMed

Fredricks, Jennifer A

2012-03-01

There is a growing concern that some youth are overscheduled in extracurricular activities, and that this increasing involvement has negative consequences for youth functioning. This article used data from the Educational Longitudinal Study (ELS: 2002), a nationally representative and ethnically diverse longitudinal sample of American high school students, to evaluate this hypothesis (N = 13,130; 50.4% female). On average, 10th graders participated in between 2 and 3 extracurricular activities, for an average of 5 h per week. Only a small percentage of 10th graders reported participating in extracurricular activities at high levels. Moreover, a large percentage of the sample reported no involvement in school-based extracurricular contexts in the after-school hours. Controlling for some demographic factors, prior achievement, and school size, the breadth (i.e., number of extracurricular activities) and the intensity (i.e., time in extracurricular activities) of participation at 10th grade were positively associated with math achievement test scores, grades, and educational expectations at 12th grade. Breadth and intensity of participation at 10th grade also predicted educational status at 2 years post high school. In addition, the non-linear function was significant. At higher breadth and intensity, the academic adjustment of youth declined. Implications of the findings for the over-scheduling hypothesis are discussed.

English Proficiency and Peer Interethnic Relations as Predictors of Math Achievement among Latino and Asian Immigrant Students

PubMed Central

Barrett, Alice N.; Barile, John P.; Malm, Esther K.; Weaver, Scott R.

2013-01-01

Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2,113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average. PMID:22959129

Premigration School Quality, Time Spent in the United States, and the Math Achievement of Immigrant High School Students.

PubMed

Bozick, Robert; Malchiodi, Alessandro; Miller, Trey

2016-10-01

Using a nationally representative sample of 1,189 immigrant youth in American high schools, we examine whether the quality of education in their country of origin is related to post-migration math achievement in the 9th grade. To measure the quality of their education in the country of origin, we use country-specific average test scores from two international assessments: the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). We find that the average PISA or TIMSS scores for immigrant youth's country of origin are positively associated with their performance on the 9th grade post-migration math assessment. We also find that each year spent in the United States is positively associated with performance on the 9th grade post-migration math assessment, but this effect is strongest for immigrants from countries with low PISA/TIMSS scores.

School adjustment in sixth graders: parenting transitions, family climate, and peer norm effects.

PubMed

Kurdek, L A; Fine, M A; Sinclair, R J

1995-04-01

This study examined whether sixth graders' (mean age = 11.86 years) adjustment to the school context (assessed by grades, achievement scores, and disruptive behavior) was affected by factors from both the family context (represented by students' reports of the number of parenting transitions experienced as well as current levels of supervision, acceptance, autonomy granting, and conflict in the family) and the peer context (represented by students' perceptions of peer norms supporting academic excellence). School adjustment was related to the number of parenting transitions experienced, family climate, and peer norms as well as to higher-order relations involving family climate and peer norms such that (a) high grade point averages occurred at only moderate levels of family supervision, (b) achievement scores were positively related to supervision at only low levels of family autonomy granting, and (c) grade point average was positively related to peer norms at only high levels of family acceptance.

Work Study Program Provides Revenue to School and Experience to Students: Cristo Rey Network, Nationwide

ERIC Educational Resources Information Center

Stewart, Sarah

2016-01-01

Thirty-two Catholic Cristo Rey schools, all independently owned and operated, serve 9,953 students in grades 9-12. Cristo Rey calls itself "the largest network of high schools in the United States whose enrollment is limited to low-income youth." Students' average family income is $35,000; 97 percent are students of color. To fund the…

School-Level Genetic Variation Predicts School-Level Verbal IQ Scores: Results from a Sample of American Middle and High Schools

ERIC Educational Resources Information Center

Beaver, Kevin M.; Wright, John Paul

2011-01-01

Research has consistently revealed that average IQ scores vary significantly across macro-level units, such as states and nations. The reason for this variation in IQ, however, has remained at the center of much controversy. One of the more provocative explanations is that IQ across macro-level units is the result of genetic differences, but…

Microcomputer Learning Project. Willow Creek School Division No. 28.

ERIC Educational Resources Information Center

Millar, Garnet; MacLeod, Alan

Comparative research was conducted using gifted and average upper elementary and junior high school students to determine the effectiveness of utilizing microcomputers for the development of computer literacy and the implementation of curriculum courseware. Eighty students were selected as the treatment group and received instruction in the…

Evaluation of the Pilot Program for Home School and ChalleNGe Program Recruits

DTIC Science & Technology

2004-07-01

religious values . Home schoolers have strong aca- demic achievement. 4 The ChalleNGe Program targets 16- to 18-year-old high school drop- outs and...percent of home school association leaders listed an exhibit table at association events, such as conferences, book fairs , and support group meetings...affiliation. Because the average values of attributes of the home school popula- tion may vary among its different segments, it is important that the

Gender and academic medicine: a good pipeline of women graduates is not advancing.

PubMed

Puljak, Livia; Kojundzic, Sanja Lovric; Sapunar, Damir

2008-01-01

Women are underrepresented in the higher levels of appointment in academic medicine, despite the so-called feminization of medicine. A 27-year (1979-2006) retrospective study was conducted regarding the success and advancement of women and men at the University of Split School of Medicine in Croatia. Data were collected from the school's archive, including number of women and men among applicants, enrollees, graduates, teachers, department chairs and the school management: high school grade averages and admission tests scores by applicant gender and gender-based graduation grade averages. The number and gender patterns of all employed and unemployed physicians in the Split-Dalmatia county were also collected. Men represent the minority among applicants, enrollees, and graduates, whereas women were in the minority among faculty, department chairs, and the school management across all 27 years. Graduation grades from high school and medical school showed that women were statistically better students, although the difference was slight. In the same geographic area, women are more often unemployed and less likely to specialize. More women are applying, enrolling and graduating from the University of Split School of Medicine. Women also perform statistically better on entrance exam and have better graduation grades, yet they remain a minority in faculty and leadership positions. A review of county-wise employment statistics revealed that women were more frequently unemployed and less likely to specialize in this study.

Environmental consciousness of students from secondary and high schools in Bodrum, Turkey.

PubMed

Sevencan, Funda; Yavuz, Cavit Işık; Acar Vaizoğlu, Songül

2017-01-01

In this study, it is aimed to determine environmental awareness of secondary and high school students in Bodrum, Turkey. This cross-sectional designed study was conducted on 381 students from secondary school and 335 high school students between 5th and 12th grades in Bodrum. In order to assess the environmental consciousness level, a questionnaire form consisting 58 questions and 17 statements for evaluation of environmental consciousness was developed by researchers. t test was used for the difference between the distribution of percentages and the difference between the averages of environmental consciousness level. The top three environmental health issues that were determined as "very harmful" were "smoking, air pollution resulting from power plants and being in a smoking area" for secondary school students and "smoking, air pollution resulting from power plants and ozone depletion" for high school students. Both in secondary and high school students, the mean environmental consciousness level of female students was higher than that of male students. The mean environmental consciousness level was 12.4 ± 2.7 for secondary school students and 12.1 ± 3.1 for high school students. There was a need of training activities of both the teachers and the students to improve the environmental awareness of the secondary and high school students.

Funny Face Contest: A Formative Assessment

ERIC Educational Resources Information Center

Colen, Yong S.

2010-01-01

Many American students begin their high school mathematics study with the algebra 1-geometry-algebra 2 sequence. After algebra 2, then, students with average or below-average mathematical ability face a dilemma in choosing their next mathematics course. For students to succeed in higher mathematics, understanding the concept of functions is…

Designing Retention Research for Assessment and Enhanced Competitive Advantage

ERIC Educational Resources Information Center

Delaney, Anne Marie

2008-01-01

Based on a longitudinal study of entering freshmen at a selective, private college in northeastern USA, this article provides a model for designing retention studies for assessment. Results from discriminant analysis revealed average high school grade, admission rating, and first semester average college grade as significant predictors of…

Differential Prediction Generalization in College Admissions Testing

ERIC Educational Resources Information Center

Aguinis, Herman; Culpepper, Steven A.; Pierce, Charles A.

2016-01-01

We introduce the concept of "differential prediction generalization" in the context of college admissions testing. Specifically, we assess the extent to which predicted first-year college grade point average (GPA) based on high-school grade point average (HSGPA) and SAT scores depends on a student's ethnicity and gender and whether this…

Contagion in Mass Killings and School Shootings.

PubMed

Towers, Sherry; Gomez-Lievano, Andres; Khan, Maryam; Mubayi, Anuj; Castillo-Chavez, Carlos

2015-01-01

Several past studies have found that media reports of suicides and homicides appear to subsequently increase the incidence of similar events in the community, apparently due to the coverage planting the seeds of ideation in at-risk individuals to commit similar acts. Here we explore whether or not contagion is evident in more high-profile incidents, such as school shootings and mass killings (incidents with four or more people killed). We fit a contagion model to recent data sets related to such incidents in the US, with terms that take into account the fact that a school shooting or mass murder may temporarily increase the probability of a similar event in the immediate future, by assuming an exponential decay in contagiousness after an event. We find significant evidence that mass killings involving firearms are incented by similar events in the immediate past. On average, this temporary increase in probability lasts 13 days, and each incident incites at least 0.30 new incidents (p = 0.0015). We also find significant evidence of contagion in school shootings, for which an incident is contagious for an average of 13 days, and incites an average of at least 0.22 new incidents (p = 0.0001). All p-values are assessed based on a likelihood ratio test comparing the likelihood of a contagion model to that of a null model with no contagion. On average, mass killings involving firearms occur approximately every two weeks in the US, while school shootings occur on average monthly. We find that state prevalence of firearm ownership is significantly associated with the state incidence of mass killings with firearms, school shootings, and mass shootings.

Contagion in Mass Killings and School Shootings

PubMed Central

Towers, Sherry; Gomez-Lievano, Andres; Khan, Maryam; Mubayi, Anuj; Castillo-Chavez, Carlos

2015-01-01

Background Several past studies have found that media reports of suicides and homicides appear to subsequently increase the incidence of similar events in the community, apparently due to the coverage planting the seeds of ideation in at-risk individuals to commit similar acts. Methods Here we explore whether or not contagion is evident in more high-profile incidents, such as school shootings and mass killings (incidents with four or more people killed). We fit a contagion model to recent data sets related to such incidents in the US, with terms that take into account the fact that a school shooting or mass murder may temporarily increase the probability of a similar event in the immediate future, by assuming an exponential decay in contagiousness after an event. Conclusions We find significant evidence that mass killings involving firearms are incented by similar events in the immediate past. On average, this temporary increase in probability lasts 13 days, and each incident incites at least 0.30 new incidents (p = 0.0015). We also find significant evidence of contagion in school shootings, for which an incident is contagious for an average of 13 days, and incites an average of at least 0.22 new incidents (p = 0.0001). All p-values are assessed based on a likelihood ratio test comparing the likelihood of a contagion model to that of a null model with no contagion. On average, mass killings involving firearms occur approximately every two weeks in the US, while school shootings occur on average monthly. We find that state prevalence of firearm ownership is significantly associated with the state incidence of mass killings with firearms, school shootings, and mass shootings. PMID:26135941

Effects of Auricular Acupressure Therapy on Primary Dysmenorrhea for Female High School Students in South Korea.

PubMed

Cha, Nam Hyun; Sok, Sohyune R

2016-09-01

To examine the effect of auricular acupressure therapy on primary dysmenorrhea among female high school students in South Korea. A randomized controlled trial was employed. The study sample consisted of 91 female high school students, with 45 participants in the experimental group and 46 in the control group in two regions of South Korea. The average age of the participants was 16.7 years, and the average age of menarche was 12.2 years. Auricular acupressure therapy including an auricular acupressure needle on skin paper tape was applied on an ear for 3 days during periods of extreme primary dysmenorrhea. The acupoint names were Jagung, Sinmun, Gyogam, and Naebunbi. For the placebo control group, only the skin paper tape without an auricular acupressure needle was applied on the same acupoints. Measures used were the Menstrual Distress Questionnaire to assess primary dysmenorrhea, and the visual analog scale to assess abdominal and back pain of participants. There were significant differences on abdominal pain (t = 24.594, p < .001), back pain (t = 22.661, p < .001), and primary dysmenorrhea (t = 32.187, p < .001) between the two groups. Auricular acupressure therapy decreased abdominal pain, back pain, and primary dysmenorrhea of female high school students in South Korea. Auricular acupressure therapy was an effective intervention for alleviating abdominal pain, back pain, and primary dysmenorrhea of female high school students in South Korea. For feasibility of the auricular acupressure therapy in practice, it is needed to train and learn the exact positions of acupoints in ear. Health providers should consider providing auricular acupressure therapy as an alternative method for reducing abdominal and back pain, and primary dysmenorrhea in female high school students in South Korea. © 2016 Sigma Theta Tau International.

Effects of Topic Familiarity and Training in Generative Learning Activities on Poor Readers' Comprehension of Comparison/Contrast Expository Text Structure: Transfer to Real-World Materials.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

A study investigated transfer effects of training below average high school readers in the use of graphic organizers and summary writing on their recognition of compare/contrast text structure. Subjects, 32 high school students with below-expectancy standardized test scores, were placed in two groups: an experimental group (five males and 11…

Adult Education: An Essential Element in a Poverty Reduction Plan to Improve Economic Opportunities for Low-Income Individuals and Families. BCTF Research Report. RR2013-02

ERIC Educational Resources Information Center

White, Margaret

2013-01-01

Part 1 provides evidence, drawing on Statistics Canada reports, that Canadians without a high-school certificate are most at-risk of unemployment, low earnings, and poverty. Young adults are especially hard hit, with significantly higher unemployment rates and lower average earnings than high-school graduates. Part 2 cites research that shows the…

School Disciplinary Style and Adolescent Health.

PubMed

Lau, Claudia; Wong, Mitchell; Dudovitz, Rebecca

2018-02-01

Parenting style is strongly associated with adolescent health. However, little is known about how school disciplinary style relates to health. We categorized adolescents' perceptions of their schools as authoritative, authoritarian, permissive, or neglectful, and test whether perceived school disciplinary style is associated with health. We analyze data from the RISE Up study (Reducing Health Inequities Through Social and Educational Change Follow-up), comprised of baseline (eighth grade) and 2-year follow-up surveys (10th grade) from 1,159 low-income minority adolescents in Los Angeles attending 157 schools. At 10th grade, students' ratings of school support and structure were used to categorize perceived school disciplinary style as authoritative (highest tertile for support and structure), authoritarian (low support, high structure), permissive (high support, low structure), neglectful (low on both dimensions), and average (middle tertile on either dimension). Mixed effects logistic regressions controlling for sociodemographic factors, parenting style, grades, and baseline health tested whether school disciplinary style was associated with substance use, violence, bullying, and depression symptoms. Risky behaviors varied by school disciplinary style. After adjusting for covariates, compared with an average school disciplinary style, a neglectful school was associated with higher odds of substance use (adjusted odds ratio [AOR] 2.3, p < .001) and bullying (AOR 1.5, p = .02), a permissive school was associated with higher odds of depression symptoms (AOR 2.1, p = .04), and an authoritative school was associated with lower odds of substance use (AOR .6, p = .049), violence (AOR .6, p = .03), and bullying (AOR .5, p = .001). Structured and supportive school environments may impact the health of vulnerable adolescents. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Castro Valley High School's Solar Panels

NASA Astrophysics Data System (ADS)

Lew, A.; Ham, S.; Shin, Y.; Yang, W.; Lam, J.

2014-12-01

Solar panels are photovoltaic cells that are designed to convert the sun's kinetic energy to generate usable energy in the form of electricity. Castro Valley High School has tried to offset the cost of electricity by installing solar panels, costing the district approximately 3.29 million dollars, but have been installed incorrectly and are not operating at peak efficency. By using trigonometry we deduced that Castro Valley High School's south facing solar panels were at an incline of 10o and that the east and west facing solar panels are at an incline of 5o. By taking the averages of the optimum angles for the months of September through May, roughly when school is in session, we found that the optimum angle for south facing solar panels should be roughly 46o. This shows that Castro Valley High School has not used it's budget to its full potential due to the fact that the solar panels were haphazardly installed.

A Program for At-Risk High School Students Informed by Evolutionary Science

PubMed Central

Wilson, David Sloan; Kauffman, Richard A.; Purdy, Miriam S.

2011-01-01

Improving the academic performance of at-risk high school students has proven difficult, often calling for an extended day, extended school year, and other expensive measures. Here we report the results of a program for at-risk 9th and 10th graders in Binghamton, New York, called the Regents Academy that takes place during the normal school day and year. The design of the program is informed by the evolutionary dynamics of cooperation and learning, in general and for our species as a unique product of biocultural evolution. Not only did the Regents Academy students outperform their comparison group in a randomized control design, but they performed on a par with the average high school student in Binghamton on state-mandated exams. All students can benefit from the social environment provided for at-risk students at the Regents Academy, which is within the reach of most public school districts. PMID:22114703

Student Bedtimes, Academic Performance, and Health in a Residential High School.

PubMed

Wernette, Maliah J; Emory, Jan

2017-08-01

Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson's correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p < .00001) and bedtime and GPA ( p = .007). The findings suggest students' late night bedtimes may be related to increased school nurse visits and lower academic performance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

Personality Dimensions of Gifted and Talented Junior High Students.

ERIC Educational Resources Information Center

Rosenblatt, Howard S.; And Others

1980-01-01

Compared to a peer group of average abilities, gifted and talented junior high school students appeared more outgoing, participating, insightful, fast-learning, intellectually adaptable, conscientious, persistent, and moralistic, thus indicating significant between-group differences. (SB)

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

ERIC Educational Resources Information Center

Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

LANGUAGE LABS--AN UPDATED REPORT.

ERIC Educational Resources Information Center

1963

REPORTS FROM SEVERAL SCHOOL DISTRICTS ON THE USE OF AND PLANNING OF LANGUAGE LABORATORIES ARE PRESENTED. LABORATORIES SHOULD BE ARRANGED FOR FLEXIBLE USE. THE AVERAGE HIGH SCHOOL STUDENT CAN USE A LAB PROFITABLY FOR 20 TO 25 MINUTES. THERE ARE THREE DIFFERENT TYPES OF LANGUAGE LABORATORIES THAT ARE DESCRIBED. THE SATELLITE LAB IS DIVIDED BY A…

Using "The Happiness Advantage" in a College Honors Program

ERIC Educational Resources Information Center

Rockey, Christine

2015-01-01

In the field of college success and retention, researchers have examined school facilities, grade point averages, SAT scores, high school grades, and student involvement among other variables. One of the additional variables that has been examined is how happiness affects college success. The matter of student happiness is of primary importance to…

Putting the "Boy Crisis" in Context

ERIC Educational Resources Information Center

Sadowski, Michael

2010-01-01

Girls have been posting higher reading scores than boys for decades, but other trends suggest they may also have surpassed boys in overall academic performance. Girls have higher high school grade-point averages, are more widely represented as school valedictorians, and attend and graduate from college in greater numbers than boys. All this has…

Student Engagement in an Independent Research Project: The Influence of Cohort Culture

ERIC Educational Resources Information Center

Conner, Jerusha O.

2009-01-01

Student engagement is widely viewed as an important antecedent to learning and achievement; however, research finds that engagement declines sharply as students advance through school. This article uses a mixed-methods approach to examine the engagement of high school seniors working on the IB Diploma Program's extended essay. Average engagement…

Relationship of Elementary and Secondary School Achievement Test Scores to Later Academic Success.

ERIC Educational Resources Information Center

Loyd, Brenda H.; And Others

1980-01-01

This study investigated the relationship between achievement test scores on the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED), and high school and college grade point average. Support for the predictive validity of the ITBS and ITED achievement test batteries is provided. (Author/GK)

A Quantitative Study: Enhancing the Productivity of the Emotionally Challenged High School Students

ERIC Educational Resources Information Center

Mammen, John

2013-01-01

This quantitative, causal-comparative study examined the degree of influence the parent teacher relationship can make on the grade point averages and graduation rates of students in an alternative school setting. Findings of this study revealed that the active parent teacher communication had direct relationship with the success rate of…

Analysis of environmental factors affecting the quality of teacher's life of public schools from Umuarama.

PubMed

Costa, Bruna Evellyn; Silva, Nicéia Luzia Selete

2012-01-01

In this study valued 100 public school teachers statewide Umuarama-Pr, through Maslach Burnout Inventory (MBI) and also a socio-demographic questionnaire with objective factors to analyze the work environment that affect the quality of life for teachers public schools in Umuarama. The results indicated that teachers age between 20 and 30 years show high index of emotional exhaustion. Between 30 and 40 years have a low average emotional exhaustion and depersonalization and an average professional achievement. Teachers between 40 and 50 years of aged had resulted in the average within the fields Burnout Inventory with a group that's worrying, because it is the limit in all items that characterize the burnout syndrome. Already in the professionals aged between 50 and 60 years have seen high levels of emotional exhaustion, low depersonalization and low professional achievement, this group, which probably already had some of these symptoms are only now been identified. This shows how is the quality of life of the group of teachers surveyed, and indicates the need for action to change this situation and find solutions. A suggestion of this work is to build a center for psychological support for teachers to learn to handle everyday situations.

Structure and Content Analysis for Vocational High School Website in Indonesia

NASA Astrophysics Data System (ADS)

Subagja, H.; Abdullah, A. G.; Trisno, B.; Nandiyanto, A. B. D.

2017-03-01

Statistics about the condition of the school’s website in Indonesia is still difficult. This study aims to determine website quality in terms of completeness of content’s criteria of Vocational High School (VHS) in West Java, Indonesia. The method used is the content analysis and survey. Content analysis is reviewing the documents comprising the general category, while the survey is a observation process to get the facts from 272 school websites. Aspects of the structure and content of school website are including institutional information, educators and education personnel, curriculum, student, infrastructure, school achievement, and public access. The results of this study showed the average quality of the VHS website in West Java is still low. The recommendations are needed to improve the quality of the school website.

Reduced risk estimations after remediation of lead (Pb) in drinking water at two US school districts.

PubMed

Triantafyllidou, Simoni; Le, Trung; Gallagher, Daniel; Edwards, Marc

2014-01-01

The risk of students to develop elevated blood lead from drinking water consumption at schools was assessed, which is a different approach from predictions of geometric mean blood lead levels. Measured water lead levels (WLLs) from 63 elementary schools in Seattle and 601 elementary schools in Los Angeles were acquired before and after voluntary remediation of water lead contamination problems. Combined exposures to measured school WLLs (first-draw and flushed, 50% of water consumption) and home WLLs (50% of water consumption) were used as inputs to the Integrated Exposure Uptake Biokinetic (IEUBK) model for each school. In Seattle an average 11.2% of students were predicted to exceed a blood lead threshold of 5 μg/dL across 63 schools pre-remediation, but predicted risks at individual schools varied (7% risk of exceedance at a "low exposure school", 11% risk at a "typical exposure school", and 31% risk at a "high exposure school"). Addition of water filters and removal of lead plumbing lowered school WLL inputs to the model, and reduced the predicted risk output to 4.8% on average for Seattle elementary students across all 63 schools. The remnant post-remediation risk was attributable to other assumed background lead sources in the model (air, soil, dust, diet and home WLLs), with school WLLs practically eliminated as a health threat. Los Angeles schools instead instituted a flushing program which was assumed to eliminate first-draw WLLs as inputs to the model. With assumed benefits of remedial flushing, the predicted average risk of students to exceed a BLL threshold of 5 μg/dL dropped from 8.6% to 6.0% across 601 schools. In an era with increasingly stringent public health goals (e.g., reduction of blood lead safety threshold from 10 to 5 μg/dL), quantifiable health benefits to students were predicted after water lead remediation at two large US school systems. © 2013.

Sodium intake among U.S. school-aged children - United States, 2009-2010

USDA-ARS?s Scientific Manuscript database

A national health objective is to reduce average U.S. sodium intake to 2,300 mg daily to help prevent high blood pressure, a major cause of heart disease and stroke. Identifying common contributors to sodium intake among children can help reduction efforts. Average sodium intake, sodium consumed p...

The costs and cost-efficiency of providing food through schools in areas of high food insecurity.

PubMed

Gelli, Aulo; Al-Shaiba, Najeeb; Espejo, Francisco

2009-03-01

The provision of food in and through schools has been used to support the education, health, and nutrition of school-aged children. The monitoring of financial inputs into school health and nutrition programs is critical for a number of reasons, including accountability, transparency, and equity. Furthermore, there is a gap in the evidence on the costs, cost-efficiency, and cost-effectiveness of providing food through schools, particularly in areas of high food insecurity. To estimate the programmatic costs and cost-efficiency associated with providing food through schools in food-insecure, developing-country contexts, by analyzing global project data from the World Food Programme (WFP). Project data, including expenditures and number of schoolchildren covered, were collected through project reports and validated through WFP Country Office records. Yearly project costs per schoolchild were standardized over a set number of feeding days and the amount of energy provided by the average ration. Output metrics, such as tonnage, calories, and micronutrient content, were used to assess the cost-efficiency of the different delivery mechanisms. The average yearly expenditure per child, standardized over a 200-day on-site feeding period and an average ration, excluding school-level costs, was US$21.59. The costs varied substantially according to choice of food modality, with fortified biscuits providing the least costly option of about US$11 per year and take-home rations providing the most expensive option at approximately US$52 per year. Comparisons across the different food modalities suggested that fortified biscuits provide the most cost-efficient option in terms of micronutrient delivery (particularly vitamin A and iodine), whereas on-site meals appear to be more efficient in terms of calories delivered. Transportation and logistics costs were the main drivers for the high costs. The choice of program objectives will to a large degree dictate the food modality (biscuits, cooked meals, or take-home rations) and associated implementation costs. Fortified biscuits can provide substantial nutritional inputs at a fraction of the cost of school meals, making them an appealing option for service delivery in food-insecure contexts. Both costs and effects should be considered carefully when designing the appropriate school-based intervention. The costs estimates in this analysis do not include all school-level costs and are therefore lower-bound estimates of full implementation costs.

Modeling stability of growth between mathematics and science achievement during middle and high school.

PubMed

Ma, Xin; Ma, Lingling

2004-04-01

In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.

The Association of State Law to Physical Education Time Allocation in US Public Schools

PubMed Central

Oh, April; Chriqui, Jamie F.; Mâsse, Louise C.; Atienza, Audie A.; Nebeling, Linda; Agurs-Collins, Tanya; Moser, Richard P.; Dodd, Kevin W.

2012-01-01

Objectives. We examined whether public schools in states with specific and stringent physical education (PE) laws, as assessed by the Physical Education–Related State Policy Classification System (PERSPCS), available on the Classification of Laws Associated with School Students (C.L.A.S.S.) Web site, reported more weekly PE time in the most recent School Health Policies and Programs Survey (SHPPS). Methods. Schools (n = 410) were grouped by their state’s PERSPCS time requirement scores (none, nonspecific requirement, or specific requirement). Average weekly school-level PE was calculated using the SHPPS-reported PE minutes. Weighted analyses determined if PE minutes/week differed by PERSPCS group. Results. Schools in states with specific requirement laws averaged over 27 and 60 more PE minutes/week at the elementary and middle school levels, respectively, compared with schools within states with nonspecific laws and over 40 and 60 more PE minutes per week, respectively, compared with elementary and middle schools in states with no laws. High school results were nonsignificant. Conclusions. Public health guidelines recommend at least 60 minutes of daily physical activity for children, and PE may further this goal. Strong codified law with specific time requirements for PE may be an important tool contributing toward adequate PE time and daily physical activity recommendations. PMID:22594746

Adolescent mothers and their children: changes in maternal characteristics and child developmental and behavioral outcome at school age.

PubMed

Camp, B W

1996-06-01

This study examines stability and change in characteristics of adolescent mothers from their child's infancy to school age, describes cognitive and behavioral characteristics of their children at school age, and reports on the relationship between maternal characteristics and child behavior and development at school age. Cognitive status and childrearing attitudes were assessed in 43 adolescent mothers (mean age 16.3 years) when their children were infants (Time 1) and again when children were school age (Time 2). At school age, mothers also completed the Louisville Behavior Checklist, and children were administered the Slosson Intelligence Test and the Wide Range Achievement Test. Significant correlations were obtained between maternal measures at Time 1 and Time 2, and no significant differences were observed between mean scores at Time 1 and Time 2 on any measures. Children demonstrated average intelligence, but mean achievement was almost 1 SD below average. Significantly more children had high scores than expected on scales for hyperactivity and academic disability. Except for maternal vocabulary, maternal measures obtained at Time 1 were not directly related to children's IQ or behavior problems. Maternal vocabulary and authoritarian and hostile childrearing attitudes assessed at Time 1 contributed independently to prediction of achievement test scores in a positive direction. Mothers' vocabulary at Time 2 and high or increased hostile childrearing attitudes contributed positively to prediction of child IQ. Mothers who still had high scores in authoritarian childrearing attitudes or whose scores increased had children with lower IQs. Changes in attitudes or contemporary measures of attitudes were also related to behavior problems at school age.

Louisiana Public School Library Collection Assessment.

ERIC Educational Resources Information Center

Perritt, Patsy H.

During the 1991-92 school year, 109 public school library book collections in Louisiana were surveyed to determine the average ages of volumes in various categories, including all Dewey decimal numbers. Results showed that the average age of books in Louisiana public school libraries was 23.51 years in 1992. The average age of the computerized…

Evaluation of VOC concentrations in indoor and outdoor microenvironments at near-road schools.

PubMed

Raysoni, Amit U; Stock, Thomas H; Sarnat, Jeremy A; Chavez, Mayra C; Sarnat, Stefanie Ebelt; Montoya, Teresa; Holguin, Fernando; Li, Wen-Whai

2017-12-01

A 14-week air quality study, characterizing the indoor and outdoor concentrations of 18 VOCs at four El Paso, Texas elementary schools, was conducted in Spring 2010. Three schools were in an area of high traffic density and the fourth school, considered as a background school, was situated in an area affected minimally by stationary and mobile sources of air pollution. Passive samplers were deployed for monitoring and analyzed by GC/MS. Differences in the concentration profiles of the BTEX species between the high and low traffic density schools confirmed the pre-defined exposure patterns. Toluene was the predominant compound within the BTEX group and the 96-hr average outdoor concentrations varied from 1.16 to 4.25 μg/m 3 across the four schools. Outdoor BTEX species were strongly correlated with each other (0.63 < r < 1.00, p < 0.05) suggesting a common source: vehicular traffic emissions. As expected, the strength of the associations between these compounds was more intense at each of the three high-exposure schools in contrast to the low-exposure school. This was further corroborated by the results obtained from the BTEX inter-species ratios (toluene: benzene and m, p- xylenes: ethylbenzene). Certain episodic events during the study period resulted in very elevated concentrations of some VOCs such as n-pentane. Indoor concentration of compounds with known indoor sources such as α -pinene, d-limonene, p-dichlorobenzene, and chloroform were generally higher than their corresponding outdoor concentrations. Cleaning agents, furniture polishes, materials used in arts and crafts activities, hot-water usage, and deodorizing cakes used in urinal pots were the likely major sources for these high indoor concentrations. Finally, retrospective assessment of average ambient BTEX concentrations over the last twenty years suggest a gradual decrement in this border region. Copyright © 2017 Elsevier Ltd. All rights reserved.

Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

NASA Astrophysics Data System (ADS)

LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

2012-04-01

Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

Prevalence of School Policies, Programs, and Facilities That Promote a Healthy Physical School Environment

PubMed Central

Everett Jones, Sherry; Brener, Nancy D.; McManus, Tim

2003-01-01

Objectives. We examined the extent to which schools in the United States have health-promoting policies, programs, and facilities. Methods. We analyzed data from the School Health Policies and Programs Study 2000. Results. We found that public schools (vs private and Catholic schools), urban schools (vs rural and suburban schools), and schools with larger enrollments (vs smaller schools) had more health-promoting policies, programs, and facilities in place. On average, middle schools had 11.0 and middle/junior and high schools had 10.4 out of a possible 18 policies, programs, and facilities. Conclusions. Although some schools had many healthy physical environment features, room for improvement exists. Resources are available to help schools improve their health-promoting policies, programs, and facilities. PMID:12948982

Analysis of senior high school students’ creative thinking skills profile in Klaten regency

NASA Astrophysics Data System (ADS)

Sugiyanto, F. N.; Masykuri, M.; Muzzazinah

2018-04-01

The aim of this research is to analyze the initial profile of creative thinking skills in Senior High School students on biology learning. This research was a quantitative descriptive research using test method. Analysis was conducted by giving tests containing creative thinking skills. The research subject was grade 11 students of Senior High School that categorized by its accreditation as category A (high grade) and category B (low grade). These schools are placed in Klaten Regency, Central Java. Based on the analysis, it showed that the percentage of creative thinking skill achievement in category A school is: fluency (46.35%), flexibility (13.54%), originality (20%), and elaboration (34.76%); meanwhile, category B school is fluency (30.39%), flexibility (2.45%), originality (9.11 %) and elaboration (12.87%). The lowest percentage of that result in both school categories was found on flexibility and originality indicator. Based on the result, the average of creative thinking skills in category A school was 28.66%, and category B school was 13.71%. The conclusion of this research is the initial profile of students’ creative thinking skills in biology learning was relatively in low grade. The result indicates that creative thinking skills of Senior High School students should become a serious attention considering the low percentage on each indicator.

Student Performance in New High School Biology Programs.

PubMed

Grobman, H

1964-01-17

Data on the effectiveness of the Biological Sciences Curriculum Study course were obtained from several sources, including experimental use with 65,000 students. Any of the three versions of this biology course can be taught to average and above-average 10th-grade students. Achievement on the associated comprehensive test is more closely related to the ability and sex of the student, the salary of the teacher, the proportion of graduates of the school who go to college, the size of the class, and the adequacy of laboratory facilities than to the version of the course.

School- and Individual-level Predictors of Weight Status Misperception among Korean Adolescents: A National Online Survey.

PubMed

Kim, Yongjoo; Kawachi, Ichiro

2016-01-01

Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents' weight status estimation pattern among Korea adolescents. The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12-18 years. Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs.

School- and Individual-level Predictors of Weight Status Misperception among Korean Adolescents: A National Online Survey

PubMed Central

2016-01-01

Background Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents’ weight status estimation pattern among Korea adolescents. Objective The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12–18 years. Method Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. Results At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. Conclusions While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs. PMID:27144319

Effectiveness of Intelligent Tutoring Systems: A Meta Analytic Review

DTIC Science & Technology

2017-02-01

studies of peer tutoring in elementary and secondary school mathematics, reported that tutoring programs raised math test scores by an average of 0.60...programs in elementary and secondary schools. Mathes and Fuchs (1994) found an improvement of 0.36 stan- dard deviations in 11 studies of peer...per- centile. Slavin et al. analyzed evaluations carried out in math courses in both middle and high schools. They located 13 evaluations, but only

The "Come and Go" Syndrome of Teachers in Remote Indigenous Schools: Listening to the Perspective of Indigenous Teachers about What Helps Teachers to Stay and What Makes Them Go

ERIC Educational Resources Information Center

Hall, Lisa

2012-01-01

High turnover of teachers in remote Indigenous community schools in the Northern Territory has long been considered a significant contributing factor to low academic outcomes for students in those communities. The average length of stay for a non-Indigenous teacher in a remote school can more easily be measured in months than years. This…

Is daytime napping associated with inflammation in adolescents?

PubMed

Jakubowski, Karen P; Hall, Martica H; Marsland, Anna L; Matthews, Karen A

2016-12-01

Daytime napping has been associated with poor health outcomes in adults. It is not known whether daytime napping is similarly linked to adverse health in adolescents, although many report napping. The present study evaluated associations between daytime napping and 2 markers of increased inflammation, high-sensitivity C-reactive protein and interleukin-6 (IL-6), in healthy high school students. Two hundred thirty-four Black and White high school students completed a week of actigraph and diary measures of sleep and napping and provided a fasting blood sample. Napping measures were the proportion of days napped and the average minutes napped across 1 week during the school year. Linear regressions adjusted for age, sex, race, average nocturnal sleep duration, time between sleep protocol and blood draw, and body mass index percentile demonstrated that proportion of days napped measured by actigraphy, B(SE) = .41(.19), p < .05, across the full week was positively associated with IL-6. Higher proportions of school days napped between 2 p.m. and 6 p.m., B(SE) = .40(.20), p < .05, and between 6 p.m. and 10 p.m., B(SE) = .57(.28), p < .05, were associated with increased IL-6. No associations emerged between average actigraphy-assessed nap duration and either study outcome. Diary-reported napping was unrelated to either study outcome. Actigraphy-assessed napping and IL-6 are associated but the direction of the relationship remains to be determined. Overall, napping is an important factor to consider to better understand the relationship between short sleep and cardiovascular health in adolescents. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Is Daytime Napping Associated With Inflammation In Adolescents?

PubMed Central

Jakubowski, Karen P.; Hall, Martica H.; Marsland, Anna L.; Matthews, Karen A.

2016-01-01

Objective Daytime napping has been associated with poor health outcomes in adults. It is not known whether daytime napping is similarly linked to adverse health in adolescents, although many report napping. The present study evaluated associations between daytime napping and two markers of increased inflammation, high sensitivity C-reactive protein (hs-CRP) and interleukin-6 (IL-6), in healthy high school students. Methods 234 black and white high school students completed a week of actigraph and diary measures of sleep and napping and provided a fasting blood sample. Napping measures were the proportion of days napped and the average minutes napped across one week during the school year. Results Linear regressions adjusted for age, sex, race, average nocturnal sleep duration, time between sleep protocol and blood draw, and BMI percentile demonstrated that proportion of days napped measured by actigraphy [B(SE)=.41(.19), p<.05] across the full week was positively associated with IL-6. Higher proportions of school days napped between 2 p.m. and 6 p.m. [B(SE)=.40(.20), p<.05] and between 6 p.m. and 10 p.m. [B(SE)=.57(.28), p<.05] were associated with increased IL-6. No associations emerged between average actigraphy-assessed nap duration and either study outcome. Diary-reported napping was unrelated to either study outcome. Conclusions Actigraphy-assessed napping and IL-6 are associated but the direction of the relationship remains to be determined. Overall, napping is an important factor to consider in order to better understand the relationship between short sleep and cardiovascular health in adolescents. PMID:27253429

The profile of high school students’ scientific literacy on fluid dynamics

NASA Astrophysics Data System (ADS)

Parno; Yuliati, L.; Munfaridah, N.

2018-05-01

This study aims to describe the profile of scientific literacy of high school students on Fluid Dynamics materials. Scientific literacy is one of the ability to solve daily problems in accordance with the context of materials related to science and technology. The study was conducted on 90 high school students in Sumbawa using survey design. Data were collected using an instrument of scientific literacy for high school students on dynamic fluid materials. Data analysis was conducted descriptively to determine the students’ profile of scientific literacy. The results showed that high school students’ scientific literacy on Fluid Dynamics materials was in the low category. The highest average is obtained on indicators of scientific literacy i.e. the ability to interpret data and scientific evidence. The ability of scientific literacy is related to the mastery of concepts and learning experienced by students, therefore it is necessary to use learning that can trace this ability such as Science, Technology, Engineering, and Mathematics (STEM).

Visible School Security Measures and Student Academic Performance, Attendance, and Postsecondary Aspirations.

PubMed

Tanner-Smith, Emily E; Fisher, Benjamin W

2016-01-01

Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academic performance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys--the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51% male, 77% White, MAge = 14.72) and the School Survey on Crime and Safety (N = 10,340 schools; average student composition of 50% male, 57% White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents' academic outcomes; some security utilization patterns had modest detrimental effects on adolescents' academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academic performance, attendance, or postsecondary aspirations among U.S. middle and high school students.

Secondhand smoke exposure in a rural high school.

PubMed

Lee, Kiyoung; Hahn, Ellen J; Riker, Carol A; Hoehne, Amber; White, Ashleigh; Greenwell, Devin; Thompson, Dyshel

2007-08-01

Although federal law requires all public schools to be smoke free, lack of compliance with the smoke-free policy is commonly reported. The aims of this study were to describe the indoor fine-particle (PM(2.5)) air pollution in a rural high school and surrounding public venues. This cross-sectional, nonexperimental study was conducted in Monroe County, Kentucky (population of 11,756). Fine-particle concentrations were measured in the high school and 5 public venues using spectrometers. Because of illegal student smoking, PM(2.5) concentrations were 19 times higher in the boys' student restroom than the National Ambient Air Quality Standard for outdoor air (670 vs. 35 microg/m(3)). The staff restrooms adjacent to the student restroom where staff did not smoke also showed high PM(2.5) levels. Average indoor air pollution in the public venues was 158 microg/m(3). Strict enforcement of smoke-free school policy and cessation resources are needed to reduce secondhand smoke exposure. Collaborative school-community campaigns involving parents, students, mass media, and community organizations may be effective in reducing the harm caused by tobacco. Implications for school nurses are discussed.

Speaking Math--A Voice Input, Speech Output Calculator for Students with Visual Impairments

ERIC Educational Resources Information Center

Bouck, Emily C.; Flanagan, Sara; Joshi, Gauri S.; Sheikh, Waseem; Schleppenbach, Dave

2011-01-01

This project explored a newly developed computer-based voice input, speech output (VISO) calculator. Three high school students with visual impairments educated at a state school for the blind and visually impaired participated in the study. The time they took to complete assessments and the average number of attempts per problem were recorded…

An Investigation of the Construct Validity of the Personality Trait of Self-Directed Learning

ERIC Educational Resources Information Center

Lounsbury, John W.; Levy, Levy J.; Park, Soo-Hee; Gibson, Lucy W.; Smith, Ryan

2009-01-01

Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism,…

Grad Rate at Highest since 1970

ERIC Educational Resources Information Center

Adams, Caralee J.; Sparks, Sarah D.

2013-01-01

America's high school graduation rate has notably improved, according to figures released last week by the National Center for Education Statistics. The "averaged freshman graduation rate" rose to 78.2 percent of public school students receiving a diploma in 2010, up from 75.5 percent the year before. In 2006, the rate was 73.4 percent, and in…

Inequalities in the Educational Experiences of Black and White Americans, Background Paper.

ERIC Educational Resources Information Center

Chadima, Steven; Wabnick, Richard

There are inequalities in the educational experiences of blacks and whites. Black students tend to have lower grade point averages than do white students. Also, they are suspended more often and for longer spells than whites. Fewer blacks remain in secondary school beyond the compulsory attendance age, fewer graduate from high school, and fewer…

The Effect of Curriculum Sample Selection for Medical School

ERIC Educational Resources Information Center

de Visser, Marieke; Fluit, Cornelia; Fransen, Jaap; Latijnhouwers, Mieke; Cohen-Schotanus, Janke; Laan, Roland

2017-01-01

In the Netherlands, students are admitted to medical school through (1) selection, (2) direct access by high pre-university Grade Point Average (pu-GPA), (3) lottery after being rejected in the selection procedure, or (4) lottery. At Radboud University Medical Center, 2010 was the first year we selected applicants. We designed a procedure based on…

The Failure of Academically Selective High Schools To Deliver Academic Benefits: The Importance of Academic Self-Concept and Educational Aspirations.

ERIC Educational Resources Information Center

Marsh, Herbert W.

Research emphasizing a psychological perspective of social comparison processes shows that school-average ability (SAA) is negatively associated with academic self-concepts (ASC). Sociological research indicates that SAA is negatively related to educational and occupational aspirations. The present study unites these two related research areas,…

Readers' Use of Analogic and Visual Aids for Understanding and Remembering Complex Prose.

ERIC Educational Resources Information Center

Hayes, David A.

A study researched the differential uses readers make of analogic and visual prompts for understanding and remembering complex prose. Fifty-two eleventh grade students with average and above average reading ability enrolled in a comprehensive high school in central Georgia participated in the study. They were ranked according to their ability to…

Using PBL to Prepare Educators and Emergency Managers to Plan for Severe Weather

ERIC Educational Resources Information Center

Stalker, Sarah L.; Cullen, Theresa A.; Kloesel, Kevin

2015-01-01

Within the past 10 years severe weather has been responsible for an annual average of 278 fatalities in the United States (National Weather Service, 2013). During severe weather special populations are populations of high concentrations of people that cannot respond quickly. Schools show both of these characteristics. The average lead time for…

Teaching Anthropology as Science at the Junior High School Level

ERIC Educational Resources Information Center

Decanay, Al, Jr.

1977-01-01

Describes an elective anthropology course of eighth grade students taught in 1974-75 and 1975-76. The course was offered as part of the science rather than social studies program, and emphasized physical anthropology and archaeology with laboratory and field methods. The content was within the grasp of motivated average and above average eighth…

Predicting Different Grades in Different Ways for Selective Admission: Disentangling the First-Year Grade Point Average

ERIC Educational Resources Information Center

Steenman, Sebastiaan C.; Bakker, Wieger E.; van Tartwijk, Jan W. F.

2016-01-01

The first-year grade point average (FYGPA) is the predominant measure of student success in most studies on university admission. Previous cognitive achievements measured with high school grades or standardized tests have been found to be the strongest predictors of FYGPA. For this reason, standardized tests measuring cognitive achievement are…

Academic and Nonacademic Characteristics as Predictors of Persistence in an Associate Degree Nursing Program. AIR Forum 1981 Paper.

ERIC Educational Resources Information Center

Donsky, Aaron P.; Judge, Albert J., Jr.

Academic and nonacademic variables that may predict persistence in the nursing program at Lakeland Community College, Ohio, were studied. The academic variables included American College Testing program standard scores, National League for Nursing (NLN) rank scores, high school grade point average, and previous college grade point average. The…

High Self-Esteem as a Coping Strategy for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2009-01-01

Children with learning disabilities are found in most schools. Learning disability is a widespread issue in today's society. A learning-disabled child is one whose achievement is less than his expected level of achievement despite having average or above average intelligence. Learning disability is nothing but a condition that affects the ability…

Predictors of Attrition and Academic Success of Medical Students: A 30-Year Retrospective Study

PubMed Central

Maslov Kruzicevic, Silvija; Barisic, Katarina Josipa; Banozic, Adriana; Esteban, Carlos David; Sapunar, Damir; Puljak, Livia

2012-01-01

Aim To determine attrition and predictors of academic success among medical students at University of Split, Croatia. Methods We analysed academic records of 2054 students enrolled during 1979–2008 period. Results We found that 26% (533/2054) of enrolled students did not graduate. The most common reasons for attrition were ‘personal’ (36.4%), transfer to another medical school (35.6%), and dismissal due to unsatisfactory academic record (21.2%). Grade point average (GPA) and study duration of attrition students were significantly associated with parental education. There were 1126 graduates, 395 men and 731 women. Their average graduation GPA was 3.67±0.53 and study duration 7.6±2.44 years. During 5-year curriculum only 6.4% (42/654) of students graduated in time, and 55% (240/472) of students graduated in time after curriculum was extended to 6 years. Variables predicting whether a student will graduate or not were high school grades, entrance exam score and year of enrollment. Significant predictors of graduation grades were high school grades and entrance exam score. Entrance exam score predicted length of studying. Conclusion Preadmission academic qualifications and year of enrollment predict academic success in medical school. More attention should be devoted to high attrition. PMID:22737228

Part-Time Work and Physical Activity in American High School Students.

PubMed

Van Domelen, Dane R

2015-08-01

To compare physical activity (PA) in American high school students who work part-time with those who do not work. Data were obtained from the National Health and Nutrition Examination Survey 2003 to 2006 (n = 791). Work status was self-reported and PA was measured using accelerometers. In males, adjusted for age, race, and poverty-income ratio, workers averaged greater counts per minute, less sedentary time, and greater moderate-to-vigorous PA compared with nonworkers. In females, workers and nonworkers had similar counts per minute, whereas nonworkers had somewhat greater moderate-to-vigorous PA. There was a work-by-school status interaction on sedentary time (P = 0.021), whereby work was associated with less sedentary time among students not on break from school. In American high school students, work is associated with greater PA in males and a different composition of PA in females.

Stepping stones: Principal career paths and school outcomes.

PubMed

Béteille, Tara; Kalogrides, Demetra; Loeb, Susanna

2012-07-01

More than one out of every five principals leaves their school each year. In some cases, these career changes are driven by the choices of district leadership. In other cases, principals initiate the move, often demonstrating preferences to work in schools with higher achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. We use longitudinal data from one large urban school district to study the relationship between principal turnover and school outcomes. We find that principal turnover is, on average, detrimental to school performance. Frequent turnover of school leadership results in lower teacher retention and lower student achievement gains. Leadership changes are particularly harmful for high poverty schools, low-achieving schools, and schools with many inexperienced teachers. These schools not only suffer from high rates of principal turnover but are also unable to attract experienced successors. The negative effect of leadership changes can be mitigated when vacancies are filled by individuals with prior experience leading other schools. However, the majority of new principals in high poverty and low-performing schools lack prior leadership experience and leave when more attractive positions become available in other schools. Copyright © 2012 Elsevier Inc. All rights reserved.

[The links between learning load and well-being of high school seniors].

PubMed

Petrauskiene, Ausra; Matuleviciūte, Deimante

2007-01-01

To evaluate the links between learning overload and psychoemotional well-being of 12th grade students. In April 2006, an anonymous survey of 184 high school seniors was conducted in six secondary schools and one gymnasium of Kaunas. The total learning load of students was too high and made up 54.79+/-0.98 hours on average. The learning load of 61.4% of children was too high; girls mentioned this problem two times more often than boys did. Students suffered from psychoemotional problems: about half of them felt stress at school; every fifth fell asleep with difficulties. Students whose total learning load was too high (more than 48 hours per week) felt stress, tiredness, stomach or abdominal, head or back pains, vertigo or weakness significantly more often in comparison with those who had normal learning load. The total learning load of the majority of investigated high school seniors was too high. The psychoemotional well-being of 12th graders was unsatisfactory; girls complained about worse well-being than boys more frequently, they used medicine more frequently in comparison to the students whose learning load was normal.

Surveying Turkish high school and university students' attitudes and approaches to physics problem solving

NASA Astrophysics Data System (ADS)

Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha

2016-06-01

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

A Study of the Relationships between Indicators of Georgia Alternative School Effectiveness and Measures of Student Success as Perceived by Alternative School Administrators

ERIC Educational Resources Information Center

Obleton, Eddie V.

2010-01-01

The purpose of this study was to investigate the relationships between Georgia alternative school administrators' perceptions of student success factors and the three domains of essential elements of effective alternative schools. The success factors included: dropout rate, average grade point average (GPA), average absences per student,…

Measuring Changes in Salaries and Wages in Public Schools: 1988 Edition. ERS School Management Reference Series.

ERIC Educational Resources Information Center

Educational Research Service, Arlington, VA.

The Educational Research Service annually reports an important statistical measure, the Composite Indicator of Changes in Average Salaries and Wages Paid by Public School Systems (CIC), which is designed to reflect overall changes in average salaries and wages paid by school systems in much the same way that the Dow Jones Average or the Standard…

Commercial complementary food consumption is prospectively associated with added sugar intake in childhood.

PubMed

Foterek, Kristina; Buyken, Anette E; Bolzenius, Katja; Hilbig, Annett; Nöthlings, Ute; Alexy, Ute

2016-06-01

Given that commercial complementary food (CF) can contain high levels of added sugar, a high consumption may predispose to a preference for sweet taste later in life. This study examined cross-sectional associations between commercial CF consumption and added sugar intake in infancy as well as its prospective relation to added sugar intake in pre-school and primary-school age children. In all, 288 children of the Dortmund Nutritional and Anthropometric Longitudinally Designed Study with 3-d weighed dietary records at 0·5 and 0·75 (infancy), 3 and 4 (pre-school age) and 6 and 7 years of age (primary-school age) were included in this analysis. Individual commercial CF consumption as percentage of total commercial CF (%cCF) was averaged at 0·5 and 0·75 years. Individual total added sugar intake (g/d, energy percentage/d) was averaged for all three age groups. Multivariable logistic and linear regression models were used to analyse associations between %cCF and added sugar intake. In infancy, a higher %cCF was associated with odds for high added sugar intake from CF and for high total added sugar intake (>75th percentile, P<0·033). Prospectively, a higher %cCF was related to higher added sugar intake in both pre-school (P<0·041) and primary-school age children (P<0·039), although these associations were attenuated in models adjusting for added sugar intake in infancy. A higher %cCF in infancy may predispose to higher added sugar intake in later childhood by virtue of its added sugar content. Therefore, offering home-made CF or carefully chosen commercial CF without added sugar might be one strategy to reduce sugar intake in infancy and later on.

Adolescents' Parent and Peer Relationships.

ERIC Educational Resources Information Center

Field, Tiffany; Diego, Miguel; Sanders, Christopher

2002-01-01

The differences between how suburban high school students (N=89) rated the quality of their parent and peer relationships were assessed. Adolescents with high parent and high peer relationship scores had more friends, greater family togetherness, lower levels of depression and drug use, and higher grade point averages. Results highlight the…

School Attendance: Focusing on Engagement and Re-Engagement. Practice Notes

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2011

2011-01-01

Every student absence jeopardizes the ability of students to succeed at school and schools to achieve their mission. School attendance is a constant concern in schools. Average daily attendance rates are a common determiner of school funding, so schools funded on the basis of average daily attendance have less resources to do the job. Students who…

A study of the factors affecting advancement and graduation for engineering students

NASA Astrophysics Data System (ADS)

Fletcher, John Thomas

The purpose of this study was, first, to determine whether a set of predictor variables could be identified from pre-enrollment and post-enrollment data that would differentiate students who advance to a major in engineering from non-advancers and, further, to determine if the predictor variables would differentiate students who graduate from the College of Engineering from non-graduates and graduates of other colleges at Auburn University. A second purpose was to determine if the predictor variables would correctly identify male and female students with the same degree of accuracy. The third purpose was to determine if there were significant relationships between the predictor variables studied and grades earned in a set of 15 courses that have enrollments over 100 students and are part of the pre-engineering curriculum. The population for this study was the 868 students who entered the pre-engineering program at Auburn University as freshmen during the Summer and Fall Quarters of 1991. The variables selected to differentiate the different groups were ACT scores, high school grade indices, and first quarter college grade point average. Two sets of classification matrices were developed using analysis and holdout samples that were divided based on sex. With respect to the question about advancement to the professional engineering program, structure coefficients derived from discriminant analysis procedures performed on all the cases combined indicated that first quarter college grade point average, high school math index, ACT math score, and high school science grade index were important predictor variables in classifying students who advanced to the professional engineering program and those who did not. Further, important structure coefficients with respect to graduation with a degree from the College of Engineering were first quarter college grade point average, high school math index, ACT math score, and high school science grade index. The results of this study indicated that significant differences existed in the model's ability to predict advancement and graduation for male and female students. This difference was not unexpected based on the male-dominated population. However, the models identified predicted at a high rate for both male and female students. Finally, many significant relationships were found to exist between the predictor variables and the 15 pre-engineering courses that were selected. The strength of the relationships ranged from a high of .82, p < .001 (Chemistry 103 grade with total high school grade index) to a low of .07, p > .05 (Chemistry 102 with ACT science score).

[Obesity, hypertension, and diabetes mellitus among school children in Ouagadougou (Burkina Faso)].

PubMed

Ye, D; Drabo, Y J; Ouedraogo, D; Samandoulougou, A; Sawadogo, A

2001-01-01

This paper deals with the findings of a survey conducted at the school environnement in Ouagadougou. Three factors of cardiovascular risks were identified: obesity, high blood pressure, and diabete millitus. The survey was based on a sample of 1470 students from primary and secondary schools consisted in taking their blood pressure, measuring they weight and height and glycaemia using dextrostix. Of the 1470 students targeted, 668 were girls and 782 were boys. Their age ranges between 4 and 25 years with average age of 13.8 years. 55 % of the students had an average socio-economic backgrounds. 58 students or 3.94% had high blood pressure including 50 cases of maximum high blood pressure and 8 cases of confirmed high blood pressure (HBP). A diastolic HBP predominance among 48 cases or 3.26% was also recorded. While 1 case showed systolic HBP, 6 were systolo-diastolic. The quetelet index used to determine obesity revealed 28 cases of excess in weight or 1.90% of the cases and 4 cases of obesity, or 0.28%. The predominance of excess in weight was statistically significant among girls. Only 1 case of obesity was associated with high blood pressure. No case of diabetes was identified. The factors of cardiovascular risk seem to be statistically important in school environnement in Ouagadougou. However, an muticentered study is recommended, as it will lead to an exhaustive knowledge of the prevalence of these factors of cardiovascular risk.

Inquiry-Based Laboratory Activities in Electrochemistry: High School Students' Achievements and Attitudes

NASA Astrophysics Data System (ADS)

Acar Sesen, Burcin; Tarhan, Leman

2013-02-01

This study aimed to investigate the effects of inquiry-based laboratory activities on high school students' understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental ( N = 30) and control groups ( N = 32). The experimental group was taught using inquiry-based laboratory activities developed by the researchers and the control group was instructed using traditional laboratory activities. The results of the study indicated that instruction based on inquiry-based laboratory activities caused a significantly better acquisition of scientific concepts related to electrochemistry, and produced significantly higher positive attitudes towards chemistry and laboratory. In the light of the findings, it is suggested that inquiry-based laboratory activities should be developed and applied to promote students' understanding in chemistry subjects and to improve their positive attitudes.

Familism and Latino adolescent depressive symptoms: The role of maternal warmth and support and school support.

PubMed

Cupito, Alexandra M; Stein, Gabriela L; Gonzalez, Laura M; Supple, Andrew J

2016-10-01

This study examined the relationship between familism and depressive symptoms across relational contexts in adolescence, and whether maternal warmth and support, and school support moderated the relationship between familism and depressive symptoms. A total of 180 Latino adolescents (53% female) in 7th through 10th grades (average age = 14 years) participated in this cross-sectional study. The adolescents lived in an emerging Latino community in a rural area in the U.S. South. Most of the adolescents were Mexican-origin (78%) and born in the United States (60%), while the vast majority of their parents were foreign born (95%). Overall, familism was associated with fewer adolescent depressive symptoms. School support moderated the relationship between familism and adolescent depressive symptoms such that familism's protective effect was only evident when adolescents reported low levels of school support. In the context of average to high school support, adolescents reported low depressive symptoms regardless of familism. However, maternal warmth and support failed to moderate the relationship. Familism may be most protective for adolescents not feeling supported at school, suggesting that these values may offset the risk of a risky school environment. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Android worksheet application based on discovery learning on students' achievement for vocational high school: Mechanical behavior of materials topics

NASA Astrophysics Data System (ADS)

Nanto, Dwi; Aini, Anisa Nurul; Mulhayatiah, Diah

2017-05-01

This research reports a study of student worksheet based on discovery learning on Mechanical Behavior of Materials topics under Android application (Android worksheet application) for vocational high school. The samples are Architecture class X students of SMKN 4 (a public vocational high school) in Tangerang Selatan City, province of Banten, Indonesia. We made 3 groups based on Intellectual Quotient (IQ). They are average IQ group, middle IQ group and high IQ group. The method of research is used as a quasi-experimental design with nonequivalent control group design. The technique of sampling is purposive sampling. Instruments used in this research are test instruments and non-test instruments. The test instruments are IQ test and test of student's achievement. For the test of student's achievement (pretest and posttest) we provide 25 multiple choice problems. The non-test instruments are questionnaire responses by the students and the teacher. Without IQ categorized, the result showed that there is an effect of Android worksheet application on student's achievement based on cognitive aspects of Revised Bloom's Taxonomy. However, from the IQ groups point of view, only the middle IQ group and the high IQ group showed a significant effect from the Android worksheet application on student's achievement meanwhile for the average IQ group there was no effect.

Head impact exposure in youth football: middle school ages 12-14 years.

PubMed

Daniel, Ray W; Rowson, Steven; Duma, Stefan M

2014-09-01

The head impact exposure experienced by football players at the college and high school levels has been well documented; however, there are limited data regarding youth football despite its dramatically larger population. The objective of this study was to investigate head impact exposure in middle school football. Impacts were monitored using a commercially available accelerometer array installed inside the helmets of 17 players aged 12-14 years. A total of 4678 impacts were measured, with an average (±standard deviation) of 275 ± 190 impacts per player. The average of impact distributions for each player had a median impact of 22 ± 2 g and 954 ± 122 rad/s², and a 95th percentile impact of 54 ± 9 g and 2525 ± 450 rad/s². Similar to the head impact exposure experienced by high school and collegiate players, these data show that middle school football players experience a greater number of head impacts during games than practices. There were no significant differences between median and 95th percentile head acceleration magnitudes experienced during games and practices; however, a larger number of impacts greater than 80 g occurred during games than during practices. Impacts to the front and back of the helmet were most common. Overall, these data are similar to high school and college data that have been collected using similar methods. These data have applications toward youth football helmet design, the development of strategies designed to limit head impact exposure, and child-specific brain injury criteria.

The Roles of Perceived Social Support, Coping, and Loneliness in Predicting Internet Addiction in Adolescents

ERIC Educational Resources Information Center

Çevik, Gülsen Büyüksahin; Yildiz, Mehmet Ali

2017-01-01

The current research aims to examine the roles of perceived social support, coping, and loneliness when predicting the Internet addiction in adolescents. The research participants included 300 high school students, with an average age of 16.49 and SD = 1.27, attending schools in a city in Southeastern Anatolian Region during 2015-2016 academic…

The Effectiveness of Single-Gender Eighth-Grade English, History, Mathematics and Science Classes

ERIC Educational Resources Information Center

Roth, Douglas Jeffrey

2009-01-01

Purpose, scope, and method of study. The purpose of this study was to compare the effectiveness of eighth-grade single-gender classes with coed classes across subject area, gender, at-risk status, and socioeconomic status (SES). The sample was drawn from one school, DeSoto West Junior High School, where enrollment averages 80% African American,…

A Performance-Based Method for Early Identification of Medical Students at Risk of Developing Academic Problems.

ERIC Educational Resources Information Center

Croen, Lila G.; And Others

1991-01-01

A study at the Albert Einstein College of Medicine (NY) found that performance on examinations during the third month of medical school was highly predictive of performance during the first two years of medical school. This predictor was more powerful than Medical College Admission Test scores and/or undergraduate grade point averages in…

Association between online social networking and depression in high school students: behavioral physiology viewpoint.

PubMed

Pantic, Igor; Damjanovic, Aleksandar; Todorovic, Jovana; Topalovic, Dubravka; Bojovic-Jovic, Dragana; Ristic, Sinisa; Pantic, Senka

2012-03-01

Frequent use of Facebook and other social networks is thought to be associated with certain behavioral changes, and some authors have expressed concerns about its possible detrimental effect on mental health. In this work, we investigated the relationship between social networking and depression indicators in adolescent population. Total of 160 high school students were interviewed using an anonymous, structured questionnaire and Back Depression Inventory - second edition (BDI-II-II). Apart from BDI-II-II, students were asked to provide the data for height and weight, gender, average daily time spent on social networking sites, average time spent watching TV, and sleep duration in a 24-hour period. Average BDI-II-II score was 8.19 (SD=5.86). Average daily time spent on social networking was 1.86 h (SD=2.08 h), and average time spent watching TV was 2.44 h (SD=1.74 h). Average body mass index of participants was 21.84 (SD=3.55) and average sleep duration was 7.37 (SD=1.82). BDI-II-II score indicated minimal depression in 104 students, mild depression in 46 students, and moderate depression in 10 students. Statistically significant positive correlation (p<0.05, R=0.15) was found between BDI-II-II score and the time spent on social networking. Our results indicate that online social networking is related to depression. Additional research is required to determine the possible causal nature of this relationship.

The Role of Instructional Quality within School Sectors: A Multi-Level Analysis

ERIC Educational Resources Information Center

Miller, Saralyn J.

2013-01-01

On average, private school students outperform public school students on standardized tests. Research confirms these differences in student scores, but also shows that when student background characteristics are controlled, on average, public school students outperform private school students. Explaining achievement differences between sectors…

Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

ERIC Educational Resources Information Center

Schwartz, Robert M.

2005-01-01

This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

Vital signs: sodium intake among U.S. school-aged children - 2009-2010.

PubMed

Cogswell, Mary E; Yuan, Keming; Gunn, Janelle P; Gillespie, Cathleen; Sliwa, Sarah; Galuska, Deborah A; Barrett, Jan; Hirschman, Jay; Moshfegh, Alanna J; Rhodes, Donna; Ahuja, Jaspreet; Pehrsson, Pamela; Merritt, Robert; Bowman, Barbara A

2014-09-12

A national health objective is to reduce average U.S. sodium intake to 2,300 mg daily to help prevent high blood pressure, a major cause of heart disease and stroke. Identifying common contributors to sodium intake among children can help reduction efforts. Average sodium intake, sodium consumed per calorie, and proportions of sodium from food categories, place obtained, and eating occasion were estimated among 2,266 school-aged (6–18 years) participants in What We Eat in America, the dietary intake component of the National Health and Nutrition Examination Survey, 2009–2010. U.S. school-aged children consumed an estimated 3,279 mg of sodium daily with the highest total intake (3,672 mg/d) and intake per 1,000 kcal (1,681 mg) among high school–aged children. Forty-three percent of sodium came from 10 food categories: pizza, bread and rolls, cold cuts/cured meats, savory snacks, sandwiches, cheese, chicken patties/nuggets/tenders, pasta mixed dishes, Mexican mixed dishes, and soups. Sixty-five percent of sodium intake came from store foods, 13% from fast food/pizza restaurants, 5% from other restaurants, and 9% from school cafeteria foods. Among children aged 14–18 years, 16% of total sodium intake came from fast food/pizza restaurants versus 11% among those aged 6–10 years or 11–13 years (p<0.05). Among children who consumed a school meal on the day assessed, 26% of sodium intake came from school cafeteria foods. Thirty-nine percent of sodium was consumed at dinner, followed by lunch (29%), snacks (16%), and breakfast (15%). Sodium intake among school-aged children is much higher than recommended. Multiple food categories, venues, meals, and snacks contribute to sodium intake among school-aged children supporting the importance of populationwide strategies to reduce sodium intake. New national nutrition standards are projected to reduce the sodium content of school meals by approximately 25%–50% by 2022. Based on this analysis, if there is no replacement from other sources, sodium intake among U.S. school-aged children will be reduced by an average of about 75–150 mg per day and about 220–440 mg on days children consume school meals.

Recruiting Minorities: What Explains Recent Trends in the Army and Navy?

ERIC Educational Resources Information Center

Asch, Beth J.; Heaton, Paul; Savych, Bogdan

2009-01-01

Since 2000, black representation among high-quality recruits in the Army has decreased, while Hispanic representation has increased; in the Navy, black representation has remained stable and Hispanic representation has increased. (Recruits are considered to be high-quality if they have graduated high school and score above average on the Armed…

Second-career teachers

NASA Astrophysics Data System (ADS)

2012-11-01

Last month we saw that the age distribution for high school physics teachers skewed older than that of all teachers. We also noted that, even though they are older, at least three-fourths of the high school physics teachers indicated that they planned to teach high school for at least six more years. The figure shows the age and years of teaching experience for high school physics teachers. We see that almost 12% of the teachers who are 50 years old or older have five years or fewer of teaching experience. Thus, these are likely second-career teachers. The typical age range for second-career teachers is 33 to 59. However, the younger second-career teachers are more difficult to isolate because the average duration of the previous career is one and one-half to three years. In the December issue, we will look at teaching activities physics teachers use in the classroom, Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

The Educational Status of Federally Recognized Indian Students.

ERIC Educational Resources Information Center

Latham, Glenn I.

1985-01-01

Informal survey described educational status of federally-recognized Indian students enrolled in and eligible for enrollment in Bureau of Indian Affairs and public schools receiving support via the Johnson-O'Malley Act. High dropout rates, low average daily attendance, and high rates of nonenrollment were found. (LFL)

Comparative Analysis of Head Impact in Contact and Collision Sports

PubMed Central

Reynolds, Bryson B.; Patrie, James; Henry, Erich J.; Goodkin, Howard P.; Broshek, Donna K.; Wintermark, Max

2017-01-01

Abstract As concerns about head impact in American football have grown, similar concerns have started to extend to other sports thought to experience less head impact, such as soccer and lacrosse. However, the amount of head impact experienced in soccer and lacrosse is relatively unknown, particularly compared with the substantial amount of data from football. This pilot study quantifies and compares head impact from four different types of sports teams: college football, high school football, college soccer, and college lacrosse. During the 2013 and 2014 seasons, 61 players wore mastoid patch accelerometers to quantify head impact during official athletic events (i.e., practices and games). In both practices and games, college football players experienced the most or second-most impacts per athletic event, highest average peak resultant linear and rotational acceleration per impact, and highest cumulative linear and rotational acceleration per athletic event. For average peak resultant linear and rotational acceleration per individual impact, college football was followed by high school football, then college lacrosse, and then college soccer, with similar trends in both practices and games. In the four teams under study, college football players experienced a categorically higher burden of head impact. However, for cumulative impact burden, the high school football cohort was not significantly different from the college soccer cohort. The results suggest that head impact in sport substantially varies by both the type of sport (football vs. soccer vs. lacrosse) and level of play (college vs. high school). PMID:27541183

School Start Times for Middle School and High School Students - United States, 2011-12 School Year.

PubMed

Wheaton, Anne G; Ferro, Gabrielle A; Croft, Janet B

2015-08-07

Adolescents who do not get enough sleep are more likely to be overweight; not engage in daily physical activity; suffer from depressive symptoms; engage in unhealthy risk behaviors such as drinking, smoking tobacco, and using illicit drugs; and perform poorly in school. However, insufficient sleep is common among high school students, with less than one third of U.S. high school students sleeping at least 8 hours on school nights. In a policy statement published in 2014, the American Academy of Pediatrics (AAP) urged middle and high schools to modify start times as a means to enable students to get adequate sleep and improve their health, safety, academic performance, and quality of life. AAP recommended that "middle and high schools should aim for a starting time of no earlier than 8:30 a.m.". To assess state-specific distributions of public middle and high school start times and establish a pre-recommendation baseline, CDC and the U.S. Department of Education analyzed data from the 2011-12 Schools and Staffing Survey (SASS). Among an estimated 39,700 public middle, high, and combined schools* in the United States, the average start time was 8:03 a.m. Overall, only 17.7% of these public schools started school at 8:30 a.m. or later. The percentage of schools with 8:30 a.m. or later start times varied greatly by state, ranging from 0% in Hawaii, Mississippi, and Wyoming to more than three quarters of schools in Alaska (76.8%) and North Dakota (78.5%). A school system start time policy of 8:30 a.m. or later provides teenage students the opportunity to achieve the 8.5-9.5 hours of sleep recommended by AAP and the 8-10 hours recommended by the National Sleep Foundation.

SAT Scores, 2012-13: Wake County Public School System (WCPSS). Measuring Up. D&A Report No. 13.22

ERIC Educational Resources Information Center

Muli, Juliana; Gilleland, Kevin; McMillen, Brad

2014-01-01

As the ACT has become part of North Carolina's mandatory testing program, SAT participation in Wake County Public School System (WCPSS) and North Carolina has declined in recent years. However, SAT performance in WCPSS remains high compared to state and national averages. In 2012-13, students in WCPSS continued to score 50-60 points higher on the…

Middle and High School Students’ Exposure to Alcohol- and Smoking-Related Media: A Pilot Study Using Ecological Momentary Assessment

PubMed Central

Scharf, Deborah M.; Martino, Steven C.; Setodji, Claude M.; Staplefoote, B. Lynette; Shadel, William G.

2013-01-01

The goals of this study were to assess the feasibility of using Ecological Momentary Assessment (EMA) to measure adolescents’ exposure to alcohol and smoking-related media. A sample of 20 middle and high school students completed a two-week EMA protocol in which they monitored exposures to alcohol and smoking-related media. Results showed that adolescents were highly compliant with the study protocol. A total of 255 exposures to alcohol (67%) and smoking (33%) were captured, representing an average of 8.50 (5.82) alcohol-related media exposures and 4.25 (SD = 3.67) smoking-related media exposures and an average of per participant during the study period. Exposures tended to occur in the afternoon (52% alcohol; 54% smoking), at point of sale (44% alcohol; 65% smoking) and on days leading up to the weekend (57% alcohol; 57% smoking). Exposures were also likely in the presence of family (69% alcohol; 56% smoking). Overall, results of this small pilot provide preliminary evidence that EMA is a useful tool for tracking and characterizing middle and high school students’ real-world exposures to alcohol and smoking-related media. Future studies may suggest mechanisms by which media exposures lead to youth uptake of drinking and smoking behaviors. PMID:23772763

Food Security and Leukocyte Telomere Length in Adult Americans.

PubMed

Mazidi, Mohsen; Kengne, Andre Pascal; Vatanparast, Hassan

2017-01-01

Leukocyte telomere length (LTL) is a biomarker of biologic age. Whether food security status modulates LTL is still unknown. We investigated the association between food security and LTL in participants of the 1999-2002 US National Health and Nutrition Examination Survey (NHANES). Analysis of covariance (ANCOVA) was used to evaluate the association between food security categories and LTL controlling for sex, race, and education and accounting for the survey design and sample weights. We included 10,888 participants with 5228 (48.0%) being men. They were aged on average 44.1 years. In all, 2362 (21.7%) had less than high school, 2787 (25.6%) had achieved high school, while 5705 (52.5%) had done more than high school. In sex-, race-, and education-adjusted ANCOVA, average LTL (T/S ratio) for participants with high food security versus those with marginal, low, or very low food security was 1.32 versus 1.20 for the age group 25-35 years and 1.26 versus 1.11 for the 35-45 years, ( p < 0.001). The association between food insecurity and LTL shortening in young adults suggest that some of the future effects of food insecurity on chronic disease risk in this population could be mediated by telomere shortening.

School Absenteeism: An Online Survey via Social Networks.

PubMed

Pflug, Verena; Schneider, Silvia

2016-06-01

School absenteeism is a significant social and public health problem. However, existing prevalence rates are often not representative due to biased assessment processes at schools. The present study assessed school absenteeism in Germany using a nationwide online self-report survey. Although our definition of school absenteeism was more conservative than in previous studies, nearly 9 % of the 1359 high school students reported school absenteeism within the past 7 days. Absent students lived less often with both parents, were on average of lower socioeconomic status, and reported more emotional problems, behavioral problems and less prosocial behavior than attending students. Being an indicator of a wide variety of problems in children and adolescents, school absenteeism deserves much more attention. Future directions for research and implications for prevention and intervention programs are discussed.

Academic profile of students who transferred to Zagreb School of Medicine from other medical schools in Croatia.

PubMed

Dusek, Davorka; Dolovcak, Svjetlana; Kljaković-Gaspić, Marko

2004-02-01

To assess the academic performance of students who transferred to the Zagreb School of Medicine from other three medical schools in Croatia. Academic performance of medical students who moved from Rijeka, Osijek, or Split University Medical Schools to the Zagreb University School of Medicine at the second or third year was compared with academic performance of students enrolled at the Zagreb University School of Medicine. Using the Zagreb Medical School's registry, we made a list of 57 transfer students to Zagreb Medical School in the 1985-1994 period. Control group was formed of students enrolled at the Zagreb School of Medicine in the same period, whose names followed in alphabetical order after the names of transfer students. Students' performance was analyzed according to their grade average before transfer, grade average in the first year after transfer, total grade average after transfer, overall grade average, and duration of studies. We also analyzed the proportion of students in each group who did not pass the admission test at the Zagreb School of Medicine in the year before the enrollment in Zagreb, Osijek, Rijeka, and Split Medical Schools. Nineteen transfer students, transferred between 1985 and 1988, and their controls were excluded from the analysis because of incomplete data. Transfer students had significantly lower grade average before transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03, Student t-test), lower grade average in the first year after transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03), lower total grade average after transfer (3.6-/+0.5 vs 4.0-/+0.6, p<0.001), and lower overall grade average (3.5-/+0.5 vs 3.9-/+0.6, p<0.001) than control students. Median time to graduate for transfer students was 7 years (range, 5-9) and 6 years (range, 5-9) for control students (p=0.375, Mann-Whitney test). There were significantly more students among transfer students who did not pass the admission test at the Zagreb School of Medicine in the year before the final enrollment than their controls (15/38 vs 4/38, p=0.009, chi-square test). Transfer students had poorer academic performance than students who passed the admission test and were enrolled at the Zagreb School of Medicine from the first year of studies.

Some Academic and Personality Comparisons of Spanish-American Seniors With Anglo-American and Navaho Seniors in a Multi-Ethnic High School: A Research Note.

ERIC Educational Resources Information Center

Church, Avery G.

1980-01-01

Examined differences among academic achievement, IQ, level of occupational plans, delay of gratification, feelings of personal control, ethnic stereotypes of the average Indian and of the average White person, and self concepts. The Spanish-Americans scored between the Alglos and the Navahos, and the variables were positively interrelated. (Author)

Predictors of Learned Helplessness among Average and Mildly Gifted Girls and Boys Attending Initial High School Physics Instruction in Germany

ERIC Educational Resources Information Center

Ziegler, Albert; Finsterwald, Monika; Grassinger, Robert

2005-01-01

In mathematics, physics, and chemistry, women are still considered to be at a disadvantage. In the present study, the development of the symptoms of learned helplessness was of particular interest. A study involving average and mildly gifted 8th-grade boys and girls (top 60%) investigated whether girls, regardless of ability level, experience…

High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events.

PubMed

Dupéré, Véronique; Dion, Eric; Leventhal, Tama; Archambault, Isabelle; Crosnoe, Robert; Janosz, Michel

2018-03-01

Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; M age  = 16.3 years; N = 545): recent dropouts, matched at-risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Sleepless in Fairfax: the difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use.

PubMed

Winsler, Adam; Deutsch, Aaron; Vorona, Robert Daniel; Payne, Phyllis Abramczyk; Szklo-Coxe, Mariana

2015-02-01

Insufficient sleep is a risk factor for depression, suicidality, and substance use, yet little is known about gender, ethnic, and community-level differences in sleep and its associated outcomes, especially during adolescence. Further, much of the prior work has compared groups of teens getting plenty as opposed to insufficient amounts of sleep rather than examine sleep hours continuously. The present study examined adolescent weekday self-reported sleep duration and its links with hopelessness, suicidality, and substance use in a suburban community with very early high school start times. We utilized a large (N = 27,939, 51.2% female) and ethnically diverse sample of adolescents from the 2009 Fairfax County (Virginia) Youth Survey, an anonymous, self-report, population-level survey administered to all 8th, 10th and 12th grade students in public schools in the county. High-school students reported an average 6.5 h of sleep per school night, with 20% obtaining ≤5 h, and only 3% reporting the recommended 9 h/night. Females and minority youth obtained even less sleep on average, and the reduction in sleep in the transition from middle school to high school was more pronounced for females and for Asian students. Hierarchical, multivariate, logistic regression analyses, controlling for background variables, indicated that just 1 h less of weekday sleep was associated with significantly greater odds of feeling hopeless, seriously considering suicide, suicide attempts, and substance use. Relationships between sleep duration and suicidality were stronger for male teens, and sleep duration was more associated with hopelessness for white students compared to most ethnic minority groups. Implications for intervention at multiple levels are discussed.

Salt content of school meals and comparison of perception related to sodium intake in elementary, middle, and high schools.

PubMed

Ahn, Sohyun; Park, Seoyun; Kim, Jin Nam; Han, Sung Nim; Jeong, Soo Bin; Kim, Hye-Kyeong

2013-02-01

Excessive sodium intake leading to hypertension, stroke, and stomach cancer is mainly caused by excess use of salt in cooking. This study was performed to estimate the salt content in school meals and to compare differences in perceptions related to sodium intake between students and staffs working for school meal service. We collected 382 dishes for food from 24 schools (9 elementary, 7 middle, 8 high schools) in Gyeonggi-do and salt content was calculated from salinity and weight of individual food. The average salt content from elementary, middle, and high school meals were 2.44 g, 3.96 g, and 5.87 g, respectively. The amount of salt provided from the school lunch alone was over 80% of the recommended daily salt intake by WHO. Noodles, stews, sauces, and soups were major sources of salt intake at dish group level, while the most salty dishes were sauces, kimchies, and stir-fried foods. Dietary knowledge and attitude related to sodium intake and consumption frequency of the salty dishes were surveyed with questionnaire in 798 students and 256 staffs working for school meal service. Compared with the staffs, the students perceived school meals salty and the proportions of students who thought school meals were salty increased with going up from elementary to high schools (P < 0.001). Among the students, middle and high school students showed significant propensity for the preference to one-dish meal, processed foods, eating much broth and dipping sauce or seasoning compared with the elementary students, although they had higher nutrition knowledge scores. These results proposed that monitoring salt content of school meals and consideration on the contents and education methods in school are needed to lower sodium intake.

SAGES Mini Med School: inspiring high school students through exposure to the field of surgery.

PubMed

Rosser, James C; Legare, Timothy B; Jacobs, Charles; Choi, Katherine M; Fleming, Jeffrey P; Nakagiri, Jamie

2018-04-02

The SAGES Mini Med School (SMMS) was designed to expose high school students to the field of surgery through mentoring, knowledge transfer, and hands-on experience with simulation. The objective of this paper is to profile the evolutionary development, performance metrics, and satisfaction queries of this innovative effort. Sixty-one high school students, grades 9-12, took part in the (SMMS) program during the 2015 SAGES Annual Congress. The students completed a surgical skills lab session where they attempted tasks associated with the development of open surgical and laparoscopic skills. The lab included a warm-up with the validated Super Monkey Ball video game, Top Gun Pea Drop task, FLS Peg Transfer task, open knot tying station, and open instrument tie station. The following are the results of the surgical skills lab. For the Super Monkey Ball task, 60 students participated with an average score of 73.0 s (SD = 53.9; range 59.1-87.0; median = 74). Sixty students participated in the Surgeons Knot and Pea Drop tasks with average times of 26.6 s (SD = 19.3; range 21.7-31.6; median = 21.0) and 113.8 s (SD = 65.9; range 96.6-131.0; median = 101.0), respectively. Sixty students participated in the Instrument Tie and 56 students participated in the Peg Transfer stations with average times of 51.7 s (SD = 34.5; range 42.8-60.6; median = 39.5) and 173.1 s (SD = 25.0; range 166.4-179.8; median = 180.0), respectively. 51 (83.6%) agreed that the Mini Med School made them more likely to consider a career in medicine. When asked if the program made them more likely to consider a career in surgery 42 (68.8%) agreed. All 61 respondents (100%) said that they would recommend the program to others. The SMMS program showed that the students had an excellent aptitude for the performance of validated surgical subtasks with high satisfaction, and increased consideration of a career in medicine/surgery. Long-term studies are needed to evaluate the impact on workforce recruitment.

School-based exposure to hazardous air pollutants and grade point average: A multi-level study.

PubMed

Grineski, Sara E; Clark-Reyna, Stephanie E; Collins, Timothy W

2016-05-01

The problem of environmental health hazards around schools is serious but it has been neglected by researchers and analysts. This is concerning because children are highly susceptible to the effects of chemical hazards. Some ecological studies have demonstrated that higher school-level pollution is associated with lower aggregate school-level standardized test scores likely, related to increased respiratory illnesses and/or impaired cognitive development. However, an important question remains unexamined: How do school-level exposures impact individual children's academic performance? To address this, we obtained socio-demographic and grades data from the parents of 1888 fourth and fifth grade children in the El Paso (Texas, USA) Independent School District in 2012. El Paso is located on the US-side of the Mexican border and has a majority Mexican-origin population. School-based hazardous air pollution (HAP) exposure was calculated using census block-level US Environmental Protection Agency National Air Toxics Assessment risk estimates for respiratory and diesel particulate matter (PM). School-level demographics were obtained from the school district. Multi-level models adjusting for individual-level covariates (e.g., age, sex, race/ethnicity, English proficiency, and economic deprivation) and school-level covariates (e.g., percent of students economically disadvantaged and student-teacher ratio) showed that higher school-level HAPs were associated with lower individual-level grade point averages. An interquartile range increase in school-level HAP exposure was associated with an adjusted 0.11-0.40 point decrease in individual students' grade point averages (GPAs), depending on HAP type and emission source. Respiratory risk from HAPs had a larger effect on GPA than did diesel PM risk. Non-road mobile and total respiratory risk had the largest effects on children's GPA of all HAP variables studied and only mother's level of education had a larger effect than those two variables on children's GPA. The five school-level demographic indicators were only weakly associated with GPA. The study findings indicate the need for regulations on school siting and adjacent land uses to protect children's environmental health. Copyright © 2016 Elsevier Inc. All rights reserved.

Sleep habits in adolescents of Saudi Arabia; distinct patterns and extreme sleep schedules.

PubMed

Merdad, Roah A; Merdad, Leena A; Nassif, Rawan A; El-Derwi, Douaa; Wali, Siraj O

2014-11-01

There is a need for comprehensive studies on adolescents' sleep habits in the Middle Eastern region. The aim of this study was to investigate the sleep-wake patterns, prevalence of excessive daytime sleepiness (EDS), and disturbed sleep among adolescents in Saudi Arabia and to identify the associated factors. The study was a cross-sectional survey done on a random sample of 1035 high school students, ages 14-23 years, in Jeddah, Saudi Arabia. The response rate was 91%. Students filled a self-reported questionnaire that included sleep-wake questions, Pittsburgh Sleep Quality Index, Epworth Sleepiness Scale, Perceived Stress Scale, academic performance, and personal data. Students slept an average of 7.0 hours on school nights, with an average delay of 2.8 and 6.0 hours in weekend sleep and rise times, respectively. Around 1 in 10 students stayed up all night and slept after returning from school (exhibiting a reversed sleep cycle) on weeknights. This pattern was more prevalent among boys and students with lower grade point averages. The prevalence of sleep disturbance was 65%, and EDS was found in 37% of the students. Predictors of EDS were school type, stress, napping and caffeine use, while gender was a predictor of disturbed sleep. Adolescents in Saudi Arabia showed a high percentage of poor sleep quality. Compared with adolescents from other countries, they had a larger delay in weekend sleep and rise times. An alarming reversed sleep cycle on weekdays is present and highlights the need for further assessment. Copyright © 2014 Elsevier B.V. All rights reserved.

Identifying state-level policy and provision domains for physical education and physical activity in high school

PubMed Central

2013-01-01

Background It is important to quickly and efficiently identify policies that are effective at changing behavior; therefore, we must be able to quantify and evaluate the effect of those policies and of changes to those policies. The purpose of this study was to develop state-level physical education (PE) and physical activity (PA) policy domain scores at the high-school level. Policy domain scores were developed with a focus on measuring policy change. Methods Exploratory factor analysis was used to group items from the state-level School Health Policies and Programs Study (SHPPS) into policy domains. Items that related to PA or PE at the High School level were identified from the 7 SHPPS health program surveys. Data from 2000 and 2006 were used in the factor analysis. RESULTS: From the 98 items identified, 17 policy domains were extracted. Average policy domain change scores were positive for 12 policy domains, with the largest increases for “Discouraging PA as Punishment”, “Collaboration”, and “Staff Development Opportunities”. On average, states increased scores in 4.94 ± 2.76 policy domains, decreased in 3.53 ± 2.03, and had no change in 7.69 ± 2.09 policy domains. Significant correlations were found between several policy domain scores. Conclusions Quantifying policy change and its impact is integral to the policy making and revision process. Our results build on previous research offering a way to examine changes in state-level policies related to PE and PA of high-school students and the faculty and staff who serve them. This work provides methods for combining state-level policies relevant to PE or PA in youth for studies of their impact. PMID:23815860

Attitudes and Opinions from the Nation's High Achieving Teens. 24th Annual Survey of High Achievers.

ERIC Educational Resources Information Center

Who's Who among American High School Students, Lake Forest, IL.

This survey represents information compiled by the largest national survey of adolescent leaders and high achievers. Of the 5,000 students selected demographically from "Who's Who Among American High School Students," 1,957 responded. All students surveyed had "A" or "B" averages, and 98% planned on attending college. Questions were asked about…

Declining tobacco use among North Carolina middle and high school students: 1999-2007.

PubMed

Proescholdbell, Scott K; Summerlin-Long, Shelley K; Goldstein, Adam O

2009-01-01

In 1999, North Carolina first conducted the Youth Tobacco Survey (YTS) among middle and high school students and found current smoking rates higher than the national average. In 2003, school and community grants across the state were funded to prevent and reduce youth tobacco use. The North Carolina YTS has been conducted every other year since 1999 with high response rates by schools and students. The YTS is a written survey administered during the school day. It is voluntary and anonymous. In 2007 middle and high school student tobacco use rates reached their lowest point in the last decade. Nineteen percent of high school students reported current cigarette smoking, while 4.5% of middle school students said that they currently smoke. Almost every type of tobacco product use (cigarette, cigar, pipe, and bidi) has decreased since the 1999 YTS, with increasing rates of decline in cigarette use from 2003-2007 compared to 1999-2003. This is a cross-sectional survey conducted every other year where students self-report use, attitudes, and perceptions. North Carolina's youth tobacco use rates have declined more steeply since 2003 when the tobacco initiatives started by the North Carolina Health and Wellness Trust Fund (HWTF) began to mobilize communities statewide. Continuing to fund and expand evidence-based tobacco prevention strategies is likely necessary in order to sustain steady declines in youth smoking rates.

Fat and sugar levels are high in snacks purchased from student stores in middle schools.

PubMed

Wildey, M B; Pampalone, S Z; Pelletier, R L; Zive, M M; Elder, J P; Sallis, J F

2000-03-01

Children consume about one third of their daily energy at school, mostly from cafeteria food and bag lunches. Students also shop at student-run stores that generate revenue for extracurricular activities; yet the nutritional value of snacks sold at student stores has not been documented to our knowledge. Cross-sectional study of foods sold at student stores in middle schools. Twenty-four San Diego County (Calif) public middle schools, grades 6 through 8 (age 11 to 13), from 9 school districts. The schools represent a diversity of ethnic groups and socioeconomic levels. Descriptive statistics, Pearson product moment correlations, analysis of variance. Snacks averaged 8.7 g fat and 23.0 g sugar. Overall, 88.5% of store inventory was high in fat and/or high in sugar. Sugar candy accounted for one third of store sales. Chocolate candy was highest in fat content: 15.7 g. Fourteen of the 24 schools had stores that sold food and were run by student organizations. Stores were open daily for about 90 minutes; half sold food during lunch. Adolescents need opportunities to supplement main meals; however, student stores in middle schools sell primarily high-fat, high-sugar snacks. Key intervention possibilities include limiting sales of chocolate candy and substituting low-fat varieties of cakes, cookies, chips, and crackers. Competition with cafeterias for sales at lunchtime should be addressed.

High Interest--Easy Reading: For Junior and Senior High School Students. Third Edition.

ERIC Educational Resources Information Center

White, Marian, Ed.

Intended for use by students who are considered reluctant--not retarded--readers, this revised booklist contains more than 400 titles. The titles presented represent books of high quality that deal with topics of interest to the average adolescent. Book titles are arranged under the following subject categories: animals, adventure, courage,…

Psychosocial Keys to African American Achievement? Examining the Relationship between Achievement and Psychosocial Variables in High Achieving African Americans

ERIC Educational Resources Information Center

Dixson, Dante D.; Roberson, Cyrell C. B.; Worrell, Frank C.

2017-01-01

Grit, growth mindset, ethnic identity, and other group orientation are four psychosocial variables that have been associated with academic achievement in adolescent populations. In a sample of 105 high achieving African American high school students (cumulative grade point average [GPA] > 3.0), we examined whether these four psychosocial…

Academic performance, popularity, and depression predict adolescent substance use.

PubMed

Diego, Miguel A; Field, Tiffany M; Sanders, Christopher E

2003-01-01

Eighty-nine high school seniors completed a questionnaire on their feelings and activities, including their use of drugs. Adolescents with a low grade point average, high popularity, and high depression were more likely to smoke cigarettes, drink alcohol, and smoke marijuana than were their peers. Cigarette and alcohol use predicted marijuana use, which in turn predicted cocaine use.

The structure of teenage employment: Social background and the jobs held by high school seniors

PubMed Central

Hirschman, Charles; Voloshin, Irina

2009-01-01

Although it is widely assumed that work careers begin after the completion of schooling, most enrolled high school students are also workers. Teenage workers are heavily concentrated in the low wage service sector, but they are also found as supplemental part-time workers in many occupations, including clerical, retail sales, and blue collar employment. Gender, race/ethnicity, and socioeconomic origins are important determinants of the types of jobs that teenage students hold. Students from advantaged socioeconomic origins and students with above average grades are more likely to work in “good jobs,” defined by lower hours of work per week and higher status. PMID:20011672

National prevalence rates of bully victimization among students with disabilities in the United States.

PubMed

Blake, Jamilia J; Lund, Emily M; Zhou, Qiong; Kwok, Oi-Man; Benz, Michael R

2012-12-01

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school. This is one to one and a half times the national average for students without disabilities. The rate of bully victimization was highest for students with emotional disturbance across school levels. Findings from this study also indicated that students with disabilities who were bullied once were at high risk of being bullied repeatedly. Elementary and middle school students with autism and high school students with orthopedic impairments were at the greatest risk of experiencing repeated victimization. Implications of the findings are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

The role of picture of process (pp) on senior high school students’ collision concept learning activities and multirepresentation ability

NASA Astrophysics Data System (ADS)

Sutarto; Indrawati; Wicaksono, I.

2018-04-01

The objectives of the study are to describe the effect of PP collision concepts to high school students’ learning activities and multirepresentation abilities. This study was a quasi experimental with non- equivalent post-test only control group design. The population of this study were students who will learn the concept of collision in three state Senior High Schools in Indonesia, with a sample of each school 70 students, 35 students as an experimental group and 35 students as a control group. Technique of data collection were observation and test. The data were analized by descriptive and inferensial statistic. Student learning activities were: group discussions, describing vectors of collision events, and formulating problem-related issues of impact. Multirepresentation capabilities were student ability on image representation, verbal, mathematics, and graph. The results showed that the learning activities in the three aspects for the three high school average categorized good. The impact of using PP on students’ ability on image and graph representation were a significant impact, but for verbal and mathematical skills there are differences but not significant.

Anabolic-androgenic steroid use among high school football players.

PubMed

Stilger, V G; Yesalis, C E

1999-04-01

Eight-hundred seventy-three Indiana high school football players were surveyed to investigate the use of anabolic-androgenic steroids (AAS). Subjects were varsity football players that were randomly selected from 27 high schools throughout Indiana. Out of a possible 1,325 subjects, 873 or 66% participated in the study. Subjects completed a 50 item questionnaire that measured demographic information, perceived use of AAS, reasons for use, and how AAS are taken. The results indicate that 6.3% of Indiana high school football players were current or former AAS users. The average age at time of first use of AAS was 14 years and 15% began taking before the age of ten. Almost half of respondents indicated they could obtain AAS if they so desired, and that other athletes, physicians, and coaches were listed as sources for AAS. Athletic trainers can play a vital role in disseminating accurate information about AAS abuse, including the long-term adverse health risks. These messages should begin with students and athletes as early as the fourth and fifth grades and delivered as often as possible throughout the school years.

Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school

NASA Astrophysics Data System (ADS)

Nisa, E. K.; Koestiari, T.; Habibbulloh, M.; Jatmiko, Budi

2018-03-01

This research aimed to describe the effectiveness of guided inquiry learning model to improve students' critical thinking skills. Subjects in the research were 90 students at three groups of senior high school grade X on Tarik (Indonesia), which follows a physics lesson on static fluid material in academic year 2016/2017. The research was used one group pre-test and post-test design. Before and after being given physics learning with guided discovery learning model, students in the three groups were given the same test (pre-test and post-test). The results of this research showed: 1) there is an increased score of students' critical thinking skills in each group on α = 5%; 2) average N-gain of students' critical thinking skills of each group is a high category; and 3) average N-gain of the three groups did not differ. The conclusion of this research is that learning model of guided inquiry effective to improve students' critical thinking skills.

A Study of the Utilization Patterns of an Elementary School-Based Health Clinic over a 5-Year Period

ERIC Educational Resources Information Center

Johnson, Veda; Hutcherson, Valerie

2006-01-01

The purpose of this study was to determine the utilization pattern of an elementary school-based clinic over a 5-year period. It involved a retrospective analysis of computer-based data for all patient visits during this study period. Results revealed high clinic utilization with an average of over 5 encounters for all users each year. The most…

JPRS Report, Near East & South Asia.

DTIC Science & Technology

1990-09-20

the socioecological and geopolitical environment, and on the other hand, with reference to population growth, average age , and social categories...through high school. In addition, a nursery school will be opened for the children of immigrants between the ages of three and six. The Hebrew courses...against the mayor did indeed appear, and the popular Front published denouncement notices in Dam- ascus , but this was expected and taken into account

Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes.

PubMed

Lyons, Gregory L; Huber, Heartley B; Carter, Erik W; Chen, Rui; Asmus, Jennifer M

2016-07-01

Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine the extent to which teachers and parents converged in their assessments of these needs. Our findings indicate teachers and parents of high school students with severe disabilities rated social skills as considerably below average and problem behaviors as above average. In addition, lower social skills ratings were evident for students with greater support needs, lower levels of overall adaptive behavior, and a special education label of autism. We found moderate consistency in the degree to which teachers and parents aligned in their assessments of both social skills and problem behavior. We offer recommendations for assessment and intervention focused on strengthening the social competence of adolescents with severe disabilities within secondary school classrooms, as well as promising avenues for future research.

Helping parents to motivate adolescents in mathematics and science: an experimental test of a utility-value intervention.

PubMed

Harackiewicz, Judith M; Rozek, Christopher S; Hulleman, Chris S; Hyde, Janet S

2012-08-01

The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school-aged children would lead them to take more mathematics and science courses in high school. The three-part intervention consisted of two brochures mailed to parents and a Web site, all highlighting the usefulness of STEM courses. This relatively simple intervention led students whose parents were in the experimental group to take, on average, nearly one semester more of science and mathematics in the last 2 years of high school, compared with the control group. Parents are an untapped resource for increasing STEM motivation in adolescents, and the results demonstrate that motivational theory can be applied to this important pipeline problem.

Application of experiential learning model using simple physical kit to increase attitude toward physics student senior high school in fluid

NASA Astrophysics Data System (ADS)

Johari, A. H.; Muslim

2018-05-01

Experiential learning model using simple physics kit has been implemented to get a picture of improving attitude toward physics senior high school students on Fluid. This study aims to obtain a description of the increase attitudes toward physics senior high school students. The research method used was quasi experiment with non-equivalent pretest -posttest control group design. Two class of tenth grade were involved in this research 28, 26 students respectively experiment class and control class. Increased Attitude toward physics of senior high school students is calculated using an attitude scale consisting of 18 questions. Based on the experimental class test average of 86.5% with the criteria of almost all students there is an increase and in the control class of 53.75% with the criteria of half students. This result shows that the influence of experiential learning model using simple physics kit can improve attitude toward physics compared to experiential learning without using simple physics kit.

Multilevel analysis of school anti-smoking education and current cigarette use among South African students

PubMed Central

Talley, Brandon; Masyn, Katherine; Chandora, Rachna; Vivolo-Kantor, Alana

2017-01-01

Introduction South Africa (SA) implemented the Global Youth Tobacco Survey (GYTS) four times between 1999 and 2011. Data from the four surveys indicated that downward trends in cigarette use among students may have stalled. Understanding the effect of school anti-smoking education on current smoking among students within schools and variability across schools may provide important insights into policies aimed at preventing or reducing tobacco use among students. The objective was to assess the student- and school-level effects of students' exposure to school anti-smoking education on current cigarette use among the study population using the most recent wave of GYTS data in SA (2011). Methods An analytic sample of students 13-15 years of age was selected (n=3,068) from the SA GYTS 2011. A taxonomy of two-level logistic regression models was fit to assess the relationship of various tobacco use, control, and exposure predictor variables on current cigarette smoking among the study population. Results At the student-level in the full model, secondhand smoke (SHS) exposure, peer smoking, and ownership of a promotional item were significantly associated with higher risk of current smoking. At the school-level in the full model, average exposure to peer smoking was associated with significant increases in the prevalence of current cigarette use, while average family anti-smoking education was significantly associated with decreases in the outcome variable. School anti-smoking education was not a statistically significant predictor at the student- or school-levels. Conclusion in this study, exposure to school anti-smoking education had no association with current cigarette smoking among the study population. Consistent with previous studies, having peers that smoked was highly associated with a student being a current smoker. Interestingly, at the school-level in the multilevel analysis, schools with higher rates of average family anti-smoking education had lower prevalence of current smoking. This finding has potential implications for tobacco control in SA, particularly if the school-level, family-centered protective effect can be operationalized as a prevention tool in the country's tobacco control program. PMID:28451015

Indoor and outdoor particulate matter in primary school classrooms with fan-assisted natural ventilation in Singapore.

PubMed

Chen, Ailu; Gall, Elliott T; Chang, Victor W C

2016-09-01

We conducted multiday continuous monitoring of indoor and outdoor particulate matter (PM) in classrooms with fan-assisted natural ventilation (NV) at five primary schools in Singapore. We monitored size-resolved number concentration of PM with diameter 0.3-10 μm at all schools and alveolar deposited surface area concentrations of PM with diameter 0.01-1.0 μm (SA0.01-1.0) at two schools. Results show that, during the monitoring period, schools closer to expressways and in the downtown area had 2-3 times higher outdoor PM0.3-1.0 number concentrations than schools located in suburban areas. Average indoor SA0.01-1.0 was 115-118 μm(2) cm(-3) during periods of occupancy and 72-87 μm(2) cm(-3) during unoccupied periods. There were close indoor and outdoor correlations for fine PM during both occupied and unoccupied periods (Pearson's r = 0.84-1.0) while the correlations for coarse PM were weak during the occupied periods (r = 0.13-0.74). Across all the schools, the size-resolved indoor/outdoor PM ratios (I/O ratios) were 0.81 to 1.58 and 0.61 to 0.95 during occupied and unoccupied periods, respectively, and average infiltration factors were 0.64 to 0.94. Average PM net emission rates, calculated during periods of occupancy in the classrooms, were lower than or in the lower range of emission rates reported in the literature. This study also reveals that indoor fine and submicron PM predominantly come from outdoor sources, while indoor sources associated with occupancy may be important for coarse PM even when the classrooms have high air exchange rates.

"Read a Hundred Times and the Meaning Will Appear..." Changes in Chinese University Students' Views of the Temporal Structure of Learning

ERIC Educational Resources Information Center

Marton, Ference; Wen, Qiufang; Wong, Kam Cheung

2005-01-01

It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21-48, 1997). Those who do differentiate impose a sequential ordering on the two: "When you learn you…

Growth of Jobs with Above Average Earnings Projected at All Education Levels. Issues in Labor Statistics. Summary 94-2.

ERIC Educational Resources Information Center

Bureau of Labor Statistics, Washington, DC.

The Bureau of Labor Statistics projects national employment to grow by almost 26.4 million over the 1992-2005 period. The majority of these new jobs will be in higher-paying occupations. Entry requirements of the new jobs in occupations having above-average earnings will range from no more than a high school education to a bachelor's degree or…

An Investigation of the Fit of Linear Regression Models to Data from an SAT[R] Validity Study. Research Report 2011-3

ERIC Educational Resources Information Center

Kobrin, Jennifer L.; Sinharay, Sandip; Haberman, Shelby J.; Chajewski, Michael

2011-01-01

This study examined the adequacy of a multiple linear regression model for predicting first-year college grade point average (FYGPA) using SAT[R] scores and high school grade point average (HSGPA). A variety of techniques, both graphical and statistical, were used to examine if it is possible to improve on the linear regression model. The results…

Longitudinal Examination of Aggression and Study Skills From Middle to High School: Implications for Dropout Prevention.

PubMed

Orpinas, Pamela; Raczynski, Katherine; Hsieh, Hsien-Lin; Nahapetyan, Lusine; Horne, Arthur M

2018-03-01

High school completion provides health and economic benefits. The purpose of this study is to describe dropout rates based on longitudinal trajectories of aggression and study skills using teacher ratings. The sample consisted of 620 randomly selected sixth graders. Every year from Grade 6 to 12, a teacher completed a nationally normed behavioral rating scale. We used latent class mixture modeling to identify the trajectories. Participants followed 3 trajectories of aggression (Low, Medium Desisting, and High Desisting) and 5 trajectories of study skills (Low, Average-Low, Decreasing, Increasing, and High). Over three-quarters of the sample were in stable trajectories of study skills over time. Most students in the High Desisting Aggression group were in the Low Study Skills group, and all students in the High Study Skills group were in the Low Aggression group. The overall dropout rate was 17%, but varied dramatically across combined aggression and study skills groups, ranging from 2% to 50%. The results highlight the importance of early prevention that combines academic enhancement and behavioral management for reducing school dropout. © 2018, American School Health Association.

Dietary exposure of Hong Kong secondary school students to total mercury and methylmercury from fish intake.

PubMed

Tang, Anna Shiu Ping; Kwong, Ka Ping; Chung, Stephen Wai Cheung; Ho, Yuk Yin; Xiao, Ying

2009-01-01

Fish is the main source of dietary exposure to methylmercury (MeHg), which is a public health concern owing to its potential neurotoxicity. To evaluate the public health risk, this study estimated the total mercury (tHg) and MeHg exposure from fish intake in Hong Kong secondary school students. Median tHg and MeHg concentrations of 280 samples purchased from different commercial outlets (covering 89 species of whole fish and three types of canned tuna), together with the local food consumption data of secondary school students obtained by semi-quantitative food frequency questionnaire in 2000, were used to estimate dietary exposure from fish intake for the average and high consumer (95th percentile exposure). For tHg, the median concentration was 63 µg kg(-1) (range 3-1370 µg kg(-1)) and estimated exposures ranged 0.5-0.6 µg kg(-1) body weight (bw) week(-1) for an average consumer and 1.6-1.9 µg kg(-1) bw week(-1) for a high consumer. For MeHg, median concentration was 48 µg kg(-1) (range 3-1010 µg kg(-1)) and estimated dietary exposures were 0.4-0.5 µg kg(-1) bw week(-1) for an average consumer and 1.2-1.4 µg kg(-1) bw week(-1) for a high consumer. These values are below the respective provisional tolerable weekly intake (PTWI) established by the Joint Food and Agriculture Organization/World Health Organization Expert Committee on Food Additives (JECFA). The health risk is greater for high consumers since MeHg exposures may approach or exceed the PTWI when other dietary sources are taken into account.

Causal effects of single-sex schools on college entrance exams and college attendance: random assignment in Seoul high schools.

PubMed

Park, Hyunjoon; Behrman, Jere R; Choi, Jaesung

2013-04-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul-the random assignment of students into single-sex versus coeducational high schools-to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.

Existence and predictors of soft drink advertisements in Pennsylvania high schools.

PubMed

Probart, Claudia; McDonnell, Elaine; Bailey-Davis, Lisa; Weirich, J Elaine

2006-12-01

The objective of this study was to describe the extent and locations of soft drink advertisements on high school campuses in Pennsylvania and identify factors related to extent of these advertisements. Surveys were distributed to 271 school foodservice directors in a random sample of high schools in Pennsylvania. These high schools were selected to be representative of the entire population of high schools in Pennsylvania based on chosen demographic characteristics. A three-phase survey strategy was used, involving distribution of a postcard reminder 1 to 2 weeks after the initial survey distribution, and mailing of a second survey to nonrespondents 1 to 2 weeks after mailing of the postcard. Two hundred twenty-eight school foodservice directors (84%) returned surveys. Linear multiple regression analyses were done using SPSS (version 11.5.1, 2002, SPSS Inc, Chicago, IL). Approximately two thirds (66.5%) of respondents indicated soft drink advertisements exist in at least one location in their school, with the most prevalent locations being on vending machines (62%) and school grounds, such as playing fields (27%). Slightly more than 10% of respondents indicated soft drink advertisements displayed in the cafeteria. Extent of soft drink advertisement locations was positively related to existence of a pouring-rights contract, subscription to Channel One, and receipt of incentives from soft drink bottlers based on sales, but negatively related to average daily participation in school lunch. These findings suggest that commercialization and sales incentives might interact to contribute to school environments that are not "nutrition-friendly." Schools' efforts to establish wellness policies as mandated by the Child Nutrition and WIC Reauthorization Act of 2004 provide ideal opportunities to examine school environments for advertising that might conflict with the healthful environments they are aiming to establish, and perhaps to develop policies to address these practices.

Physics First: Impact of course sequencing on the attitudes of female students toward science

NASA Astrophysics Data System (ADS)

O'Connor, Linda Miller

This study was causal-comparative research to determine if there is any relationship between course sequencing and female students' attitudes toward science and their intent to participate in advanced level science courses or pursue science related careers. Physics First promotes the reversal of the traditional sequencing of high school science courses (biology, chemistry and physics) to physics, chemistry and biology or a two or three year integrated European science approach. Physics as a first year high school course of study necessitates changing the course approach to a more conceptual approach and less mathematical and theoretical. Eleventh grade students from two suburban Chicago high schools comprised the sample. The two schools were judged to be extremely similar in their demographic make-up as reported in the 2002 Illinois School Report Card. The notable difference between the schools being the science course sequence recommended for average and above average students. The sample responded to a scanable questionnaire consisting of demographic data and the Test of Science Related Attitudes (TOSRA). TOSRA is a seventy item Likert Scale instrument that addresses attitudes in seven domains; social implications of science, normality of scientists, attitude toward inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Values from 1-50 are obtained for each domain with no overall attitude value assigned. The research found that girls in general had significantly more positive attitudes toward science in all seven of the measured domains and the females from the traditional approach were more positive than the females from the Physics First approach. Girls from the traditional approach also reported intent to take high-level (AP) science courses in their senior year at a significantly higher rate than did the girls in Physics First. Neither science approach showed any significance in the reported intention to pursue a science-related career.

First-year success in a nursing baccalaureate plan of study: A descriptive research study.

PubMed

Ott, Vivian; Thomas, Jessica A; Fernando, Harshini

2018-08-01

Predicting students' aptitude for post-secondary success remains a widely studied topic. This descriptive study explored demographic variables contributing to success in quantitative courses required by the nursing degree plan. Identification of an "at risk" student profile may inform interventions with which to support attainment of an academic degree. The purpose of this study was to examine the associations between demographic characteristics and successful completion of baccalaureate nursing courses thought to enhance quantitative reasoning skills: first-year math, first-year chemistry, and second-year pathopharmacology nursing. This retrospective analysis accessed 4521 academic records of students who took these three courses at a United States university sometime between Fall 2008 and Fall 2015. De-identified student data included course grades, gender, full-time study, income, marital status, first generation, secondary school (also known as high school) location, dual credit, and high school and university grade point averages. Descriptive statistical analysis was conducted to describe the important features of the data. Of the 4521 records, 2556 undergraduates (57%) passed the courses in which they were enrolled. Among successful students, females outnumbered males (66%), ages ranged from 20 to 24 years, 86% were classified as low income, 54% fit the designation of first generation, and 12% earned dual credit (university credit during secondary school). Our data demonstrate a positive relationship between dual credit and success, with the strongest correlation (0.62) noted for students in pathopharmacology. In the baccalaureate-nursing plan of study, courses thought to enhance students' quantitative reasoning skills remain difficult for some to successfully complete. We conclude that the more successful students tend to be older, have a higher income, and a higher high school grade point average, while those less successful are directly out of high school and have not earned dual credit. Copyright © 2018 Elsevier Ltd. All rights reserved.

Acculturative and Psychological Predictors of Academic-Related Outcomes Among Cambodian American High School Students

PubMed Central

Dinh, Khanh T.; Weinstein, Traci L.; Kim, Su Yeong; Ho, Ivy K.

2009-01-01

This study examined the acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students from an urban school district in the state of Massachusetts. Student participants (N = 163) completed an anonymous survey that assessed demographic characteristics, acculturative experiences, intergenerational conflict, depression, and academic-related outcomes. The main results indicated that acculturative and psychosocial variables were significant predictors of academic-related outcomes. Specifically, students' Cambodian cultural orientation was positively associated with their beliefs about the utility of education and sense of school membership, while students' Anglo/White cultural orientation was positively associated with their grade point average, educational aspirations, and sense of school membership. Results also indicated that Cambodian cultural orientation was negatively associated with intergenerational conflict, which in turn was associated with depression. This study provides important information to developers of school-based and family-based prevention and intervention programs by highlighting the acculturative challenges and how academic success can be fostered for Cambodian American students. PMID:20011458

Change in diet, physical activity, and body weight among young-adults during the transition from high school to college.

PubMed

Wengreen, Heidi J; Moncur, Cara

2009-07-22

The freshmen year of college is likely a critical period for risk of weight gain among young-adults. A longitudinal observational study was conducted to examine changes in weight, dietary intake, and other health-related behaviors among first-year college students (n = 186) attending a public University in the western United States. Weight was measured at the beginning and end of fall semester (August - December 2005). Participants completed surveys about dietary intake, physical activity and other health-related behaviors during the last six months of high school (January - June 2005) in August 2005 and during their first semester of college (August - December 2005) in December 2005. 159 students (n = 102 women, 57 men) completed both assessments. The average BMI at the baseline assessment was 23.0 (standard deviation (SD) 3.8). Although the average amount of weight gained during the 15-week study was modest (1.5 kg), 23% of participants gained > or = 5% of their baseline body weight. Average weight gain among those who gained > or = 5% of baseline body weight was 4.5 kg. Those who gained > or = 5% of body weight reported less physical activity during college than high school, were more likely to eat breakfast, and slept more than were those who did not gain > or = 5% of body weight. Almost one quarter of students gained a significant amount of weight during their first semester of college. This research provides further support for the implementation of education or other strategies aimed at helping young-adults entering college to achieve or maintain a healthy body weight.

Tobacco Point-of-Purchase marketing in school neighbourhoods and school smoking prevalence: a descriptive study.

PubMed

Lovato, Chris Y; Hsu, Helen C H; Sabiston, Catherine M; Hadd, Valerie; Nykiforuk, Candace I J

2007-01-01

Point of Purchase (PoP) promotional and advertising activities are a sophisticated tobacco marketing strategy. This study describes tobacco PoP activities in school neighbourhoods and compares PoP activities in retail stores between schools with high and low smoking prevalence. A cross-sectional study was conducted in 81 randomly selected schools across five provinces. Students in grades 10-11 completed a questionnaire on smoking. Observations were made in all retail stores located within a one-kilometre radius around the school. ANOVA tests were used to detect differences on PoP variables between high (> 20.6%) and low (< or = 20.6%) smoking prevalence schools, defined as percentage of students reporting at least a few puffs on > 2 days in the last 30 days. Approximately half of retail stores in each school neighbourhood exhibited tobacco PoP activities. Average school smoking prevalence was 20.99%. There were significant main effects on PoP variables between schools with high and low smoking prevalence, Wilk's lambda = 0.81, F (6,74) = 2.89, p < 0.01, eta2 = 0.19. Stores near schools with high smoking prevalence had significantly lower prices per cigarette (F (1,79) = 15.34, p < 0.01, eta2 = 0.16), more in-store promotions (F (1,79) = 6.73, p < 0.01, eta2 = 0.08), and fewer government-sponsored health warnings (F (1,79) = 6.26, p < 0.01, eta2 = 0.07) compared to schools with low smoking prevalence. Higher levels of PoP activities in stores located in the school neighbourhood are related to school smoking prevalence. Schools with low smoking prevalence had more stores that posted government health warning signs and higher cigarette prices. Legislation regulating PoP activities and health warnings in school neighbourhoods should be considered.

Outdoor and indoor UFP in primary schools across Barcelona.

PubMed

Reche, C; Viana, M; Rivas, I; Bouso, L; Àlvarez-Pedrerol, M; Alastuey, A; Sunyer, J; Querol, X

2014-09-15

Indoor and outdoor measurements of real-time ultrafine particles (UFP; N10-700 in this study) number concentration and average diameter were collected twice at 39 primary schools located in Barcelona (Spain), with classrooms naturally ventilated under warm weather conditions. Simultaneous outdoor N concentration measurements at schools under different traffic exposures showed the important role of this source, with higher levels by 40% on average at schools near heavy traffic, highlighting thus the increased exposure of children due to urban planning decisions. A well-defined spatial pattern of outdoor UFP levels was observed. Midday increases in outdoor N levels mainly attributed to nucleation processes have been recorded both at high and low temperatures in several of the outdoor school sites (increasing levels by 15%-70%). The variation of these increases also followed a characteristic spatial pattern, pointing at schools' location as a key variable in terms of UFP load owing to the important contribution of traffic emissions. Indoor N concentrations were to some extent explained by outdoor N concentrations during school hours, together with average temperatures, related with natural ventilation. Outdoor midday increases were generally mimicked by indoor N concentrations, especially under warm temperatures. At specific cases, indoor concentrations during midday were 30%-40% higher than outdoor. The time scale of these observations evidenced the possible role of: a) secondary particle formation enhanced by indoor precursors or conditions, maybe related with surface chemistry reactions mediated by O3, and/or b) UFP from cooking activities. Significant indoor N increases were detected after school hours, probably associated with cleaning activities, resulting in indoor N concentrations up to 3 times higher than those in outdoor. A wide variability of indoor/outdoor ratios of N concentrations and mean UFP sizes was detected among schools and measurement periods, which seems to be partly associated with climatic conditions and O3 levels, although further research is required. Copyright © 2014 Elsevier B.V. All rights reserved.

Causal Effects of Single-Sex Schools on College Entrance Exams and College Attendance: Random Assignment in Seoul High Schools

PubMed Central

Park, Hyunjoon; Behrman, Jere R.; Choi, Jaesung

2012-01-01

Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socioeconomic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private. PMID:23073751

The academic experience of male high school students with ADHD.

PubMed

Kent, Kristine M; Pelham, William E; Molina, Brooke S G; Sibley, Margaret H; Waschbusch, Daniel A; Yu, Jihnhee; Gnagy, Elizabeth M; Biswas, Aparajita; Babinski, Dara E; Karch, Kathryn M

2011-04-01

This study compared the high school academic experience of adolescents with and without childhood ADHD using data from the Pittsburgh ADHD Longitudinal Study (PALS). Participants were 326 males with childhood ADHD and 213 demographically similar males without ADHD who were recruited at the start of the follow-up study. Data were collected yearly from parents, teachers and schools. The current study used assessment points at which the participants were currently in or had recently completed grades 9, 10, 11, and 12. Results indicated that adolescents with ADHD experienced significant academic impairment in high school relative to comparison adolescents, including lower overall and main academic subject grade point averages (GPA), lower levels of class placement (e.g. remedial vs. honors), and higher rates of course failure. In addition, teacher reports indicated that adolescents with ADHD completed and turned in a significantly lower percentage of assignments and were significantly less likely to be working up to their potential. Adolescents with ADHD were also significantly more likely to be absent or tardy during the academic year, and they were over eight times more likely than adolescents without ADHD to drop out of high school. These findings demonstrate that children with ADHD continue to experience severe academic impairment into high school.

The Development of Tracking and Its Historical Impact on Minority Students

ERIC Educational Resources Information Center

Culpepper, Deberae

2012-01-01

In the 1920s, high school students were placed on one of three tracks: high, average, and low. Over the years, vocational education was transformed into a low track assignment for students, often racial minorities, who were perceived as less intelligent. However, the interaction between vocational education and tracking policies and practices…

Predicting Success for Actuarial Students in Undergraduate Mathematics Courses

ERIC Educational Resources Information Center

Smith, Richard Manning; Schumacher, Phyllis A.

2005-01-01

A study of undergraduate actuarial graduates found that math SAT scores, verbal SAT scores, percentile rank in high school graduating class, and percentage score on a college mathematics placement exam had some relevance to forecasting the students' grade point averages in their major. For both males and females, percentile rank in high school…

Implementing exertional heat illness prevention strategies in US high school football.

PubMed

Kerr, Zachary Y; Marshall, Stephen W; Comstock, R Dawn; Casa, Douglas J

2014-01-01

Approximately 6500 high school football athletes are treated annually for exertional heat illness (EHI). In 2009, the National Athletic Trainers Association (NATA)-led Inter-Association Task Force (NATA-IATF) released preseason heat acclimatization guidelines to help athletes become accustomed to environmental factors contributing to EHI. This study examines compliance with NATA-IATF guidelines and related EHI prevention strategies. The study used a cross-sectional survey completed by 1142 certified athletic trainers (AT), which captured compliance with 17 NATA-IATF guidelines and EHI prevention strategies in high school football during the 2011 preseason. On average, AT reported football programs complying with 10.4 NATA-IATF guidelines (SD = 3.2); 29 AT (2.5%) reported compliance with all 17. Guidelines with the lowest compliance were as follows: "Single-practice days consisted of practice no more than three hours in length" (39.7%); and "During days 3-5 of acclimatization, only helmets and shoulder pads should be worn" (39.0%). An average of 7.6 EHI prevention strategies (SD = 2.5) were used. Common EHI prevention strategies were as follows: having ice bags/cooler available (98.5%) and having a policy with written instructions for initiating emergency medical service response (87.8%). Programs in states with mandated guidelines had higher levels of compliance with guidelines and greater prevalence of EHI prevention strategies. A low proportion of surveyed high school football programs fully complied with all 17 NATA-IATF guidelines. However, many EHI prevention strategies were voluntarily implemented. State-level mandated EHI prevention guidelines may increase compliance with recognized best practices recommendations. Ongoing longitudinal monitoring of compliance is also recommended.

Evaluation of multifrequency bioelectrical impedance analysis in assessing body composition of wrestlers.

PubMed

Utter, Alan C; Lambeth, Pamela G

2010-02-01

To evaluate the accuracy of multifrequency bioelectrical impedance analysis (MFBIA) in assessing fat-free mass (FFM) in comparison with hydrostatic weighing (HW) and skinfolds (SK) in high school wrestlers in a hydrated state. Body composition was determined by MFBIA, HW, and three-site SK in 72 high school wrestlers (mean +/- SD; age = 15.3 +/- 1.4 yr, height = 1.71 +/- 0.08 m, body mass = 67.3 +/- 13.4 kg). Hydration state was quantified by evaluating urine specific gravity. There were no significant differences for estimated FFM between MFBIA (57.2 +/- 9.5 kg) and HW (57.0 +/- 10.1 kg) or SK (56.4 +/- 8.8 kg). The SEE for FFM with HW as the reference method were 2.73 kg for MFBIA and 2.66 kg for SK. Correlations were found for FFM between HW and MFBIA (r = 0.96, P < 0.001) and between HW and SK (r = 0.97, P < 0.001). A systematic bias was found for MFBIA because the difference between MFBIA and HW correlated with the FFM average of the two methods (r = -0.22, P < 0.001). A bias was also seen between SK and HW and correlated with the FFM average (r = -0.47, P < 0.001). This study demonstrates that MFBIA provides similar estimates of FFM when compared with HW in a heterogeneous high school wrestling population during a hydrated state. MFBIA is an attractive assessment tool, easy to use, and may be considered as an alternative field-based method of estimating the FFM of high school wrestlers.

Classroom interactions: exploring the practices of high- and low-expectation teachers.

PubMed

Rubie-Davies, Christine M

2007-06-01

Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

High Interest Easy Reading: For Junior and Senior High School Students. Fourth Edition.

ERIC Educational Resources Information Center

Agee, Hugh, Ed.

Intended for students who are able to read but lack the motivation to do so because they have not encountered books that speak to their interests and concerns, this revised booklist contains more than 400 titles. The titles represent books of high quality that deal with topics of interest to the average adolescent. Titles and annotations are…

The behaviour of young children with social communication disorders during dyadic interaction with peers.

PubMed

Murphy, Suzanne M; Faulkner, Dorothy M; Farley, Laura R

2014-02-01

Children with social communication disorders are known to experience more problematic peer relations than typically-developing children. However, detailed observation of their behaviour and communication during interaction with peers has not previously been undertaken. Micro-analytic observational methods were used to analyse the audio-taped interaction of children (N = 112) selected from mainstream schools (ages 5-6 years-old) on a computerised dyadic collaborative task. Comparisons were made between children with average-to-high- and low-pragmatic language skill as measured by the Test of Pragmatic Skills. Dyads were composed of an average-to-high-skilled child plus a low-skilled child (32 dyads), or of two average-to-high-skilled children (24 dyads). Consistently with their pragmatic language scores, low-skilled children were more likely to ignore other children's questions and requests than were average-to-high-skilled children. When average-to-high-skilled children worked with low-skilled children, as opposed to with other average-to-high-skilled children, they showed some sensitivity and adaptation to these children's difficulties; they used significantly more directives, clarification and provided more information. However, there was a cost in terms of the emotional tone of these interactions; when working with low-skilled children, the average-to-high-skilled children expressed considerably more negative feelings towards their partners than with another average-to-high-skilled child. In conclusion, observation of the interaction of average-to-high- and low-skilled children suggests promise for peer-assisted interventions and specifies which communicative behaviours could be targeted. However, care should be taken to manage the affective climate of these interactions for the benefit of all children involved.

[Fatigue and audio-visual tiredness and duties of youth from high school].

PubMed

Zaba, Ryszard

2002-01-01

Meetings with a group of 150 teenagers from high school, aged 15-18, were held in the Literary Cafe in Bytom. The problems that were discussed included threats of contemporary world such as: alcoholism, smoking, excessive participation in watching TV, video and Internet. During the meeting drawings, graphics arts and poetry enabled informal entering into conversation with young people and encouraged them to express their opinions. At the next meeting, which took place in High School, a survey was carried out in a group of 33 teenagers. The results of the survey showed that young people assign 6 hours 30 min. on average for rest at night, 3 hours 20 min. on average for watching TV, 2 hours 45 min. for computer, 2 hours 30 min for Internet, 1 hour 30 min for video. 12 out of 27 teenagers are mentally and physically tired after school, 15 teenagers have a rest after school, 18 teenagers fell ill during the school year and answered that they are nervous. 6 answered that they are sometimes nervous. 17 young people like alcohol and tried have it and 6 were drunk up. 14 teenagers like commercials on TV and 19 do not like them 27 children do not belong to any organisations. 12 teenagers have smoked cigarettes and 9 rarely have smoked cigarettes. 1 teenager has taken drugs. American Academy of Pediatrics, Committee on Public Education describes the possible negative health effects of television viewing on children and adolescents, such as violent or aggressive behavior, substance use, sexual activity, obesity, poor body image, and decreased school performance. In addition to the television ratings system and the v-chip (electronic device to block programming), media education is an effective approach to mitigate these potential problems. The European Society of Social Paediatrics (ESSOP) and American Academy of Pediatrics (AAP) offers a list of recommendations on this issue for pediatricians and for parents, the federal government, and entertainment industry.

High school science teacher perceptions of the science proficiency testing as mandated by the State of Ohio Board of Education

NASA Astrophysics Data System (ADS)

Jeffery, Samuel Shird

There is a correlation between the socioeconomic status of secondary schools and scores on the State of Ohio's mandated secondary science proficiency tests. In low scoring schools many reasons effectively explain the low test scores as a result of the low socioeconomics. For example, one reason may be that many students are working late hours after school to help with family finances; parents may simply be too busy providing family income to realize the consequences of the testing program. There are many other personal issues students face that may cause them to score poorly an the test. The perceptions of their teachers regarding the science proficiency test program may be one significant factor. These teacher perceptions are the topic of this study. Two sample groups ware established for this study. One group was science teachers from secondary schools scoring 85% or higher on the 12th grade proficiency test in the academic year 1998--1999. The other group consisted of science teachers from secondary schools scoring 35% or less in the same academic year. Each group of teachers responded to a survey instrument that listed several items used to determine teachers' perceptions of the secondary science proficiency test. A significant difference in the teacher' perceptions existed between the two groups. Some of the ranked items on the form include teachers' opinions of: (1) Teaching to the tests; (2) School administrators' priority placed on improving average test scores; (3) Teacher incentive for improving average test scores; (4) Teacher teaching style change as a result of the testing mandate; (5) Teacher knowledge of State curriculum model; (6) Student stress as a result of the high-stakes test; (7) Test cultural bias; (8) The tests in general.

Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

NASA Astrophysics Data System (ADS)

Davis, Edward

This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

Evaluating the impact of a Connecticut program to reduce availability of unhealthy competitive food in schools.

PubMed

Long, Michael W; Henderson, Kathryn E; Schwartz, Marlene B

2010-10-01

This article seeks to inform state and local school food policies by evaluating the impact of Connecticut's Healthy Food Certification (HFC), a program which provides monetary incentives to school districts that choose to implement state nutrition standards for all foods sold to students outside reimbursable school meals. Food service directors from all school districts participating in the National School Lunch Program (NSLP) (N = 151) in Connecticut were surveyed about the availability of competitive foods before and after the 2006-2007 implementation of HFC. Food categories were coded as healthy or unhealthy based on whether they met the Connecticut Nutrition Standards. Data on NSLP participation were provided by the State Department of Education. Changes in NSLP participation and availability of unhealthy competitive foods in elementary, middle, and high schools were compared pre- and post-HFC across districts participating (n = 74) versus not participating (n = 77) in HFC. On average, all districts in Connecticut reduced the availability of unhealthy competitive foods, with a significantly greater reduction among HFC districts. Average NSLP participation also increased across the state. Participating in HFC was associated with significantly greater NSLP participation for paid meals in middle school; however, implementing HFC did not increase overall NSLP participation beyond the statewide upward trend. The 2006-2007 school year was marked by a significant decrease in unhealthy competitive foods and an increase in NSLP participation across the state. Participation in Connecticut's voluntary HFC further reduced the availability of unhealthy competitive foods in local school districts, and had either a positive or neutral effect on NSLP participation. © 2010, American School Health Association.

The Perceptions of the Self-Efficacy of 9th Grade Algebra 1 Students at an Urban High School in New England Based on Their Placement in Low, On, or above Level Algebra Classes

ERIC Educational Resources Information Center

Lopes, Manuel J.

2017-01-01

At a time of persistent unemployment, especially among the less skilled, many wonder whether our schools are adequately preparing students for the 21st-century global economy. Despite above average employment rates, firms are experiencing shortages of educated workers, outsourcing professional-level work to workers abroad, and competing for the…

Quantification and characterization of greywater from schools.

PubMed

Alsulaili, Abdalrahman D; Hamoda, Mohamed F

2015-01-01

Survey of schools of different education levels (primary, intermediate and secondary) in Kuwait showed an average greywater generation rate of 7.3 L/p/d and varied in the range of 2.9-16 l/p/d, reflecting the school level of education (i.e. student age). The highest rates were observed for primary schools while the lowest rates were observed in secondary schools where students are more mature and use the water more wisely. The greywater characteristics indicated waste with low chemical oxygen demand (COD) and 5-day biochemical oxygen demand (BOD5) values but relatively high solids, conductivity, and sodium content due to excessive use of hand soap. Total coliform values ranged between 89 and 352 most probable number (MPN)/mL with an average of 196 MPN/mL while no fecal coliform values were detected. Greywater collected from schools is classified as light greywater and contains much lower levels of organic matter and nutrients compared to residential greywater and domestic wastewater. It is suitable for non-potable reuse after minimal treatment since microbial contamination may pose a serious threat to health if greywater comes into contact with humans. It also provides a good opportunity for reuse in toilet flushing since it can be easily collected from wash sinks and fountains, as major sources, and recycled.

A measurement of summertime dry deposition of ambient air particulates and associated metallic pollutants in Central Taiwan.

PubMed

Fang, Guor-Cheng; Chiang, Hung-Che; Chen, Yu-Cheng; Xiao, You-Fu; Wu, Chia-Ming; Kuo, Yu-Chen

2015-04-01

The purpose of this study is to characterize metallic elements associated with atmospheric particulate matter in the dry deposition plate, total suspended particulate, fine particles, and coarse particles at Taichung Harbor and Gong Ming Junior High School (airport) in central Taiwan at a sampling site from June 2013 to August 2013. The results indicated that: (1) the average concentrations of the metallic elements Cr and Cd were highest at the Gong Ming Junior High School (airport), and the average concentrations of the metallic elements Ni, Cu, and Pb were highest at the Taichung Harbor sampling site. (2) The high smelting industry density and export/import rate of heavily loaded cargos were the main reasons leading to these findings. (3) The average metallic element dry deposition and metallic element PM(2.5-10) all followed the order of Pb > Cr > Cu > Ni > Cd at the two sampling sites. However, the average metallic elements Cu and Pb were found to have the highest dry deposition velocities and concentrations in PM(2.5) for the two sampling sites in this study. (4) The correlation coefficients of ambient air particle dry deposition and concentration with wind speed at the airport were higher than those from the harbor sampling site. The wind and broad open spaces at Taichung Airport were the possible reasons for the increasing correlation coefficients for ambient air particle concentration and dry deposition with wind speed at the Taichung Airport sampling site.

Authoritative school climate, number of parents at home, and academic achievement.

PubMed

Huang, Francis L; Eklund, Katie; Cornell, Dewey G

2017-12-01

School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Implementation of Adolescent-Friendly Voluntary Medical Male Circumcision Using a School Based Recruitment Program in Rural KwaZulu-Natal, South Africa

PubMed Central

Montague, Carl; Ngcobo, Nelisiwe; Mahlase, Gethwana; Frohlich, Janet; Pillay, Cheryl; Yende-Zuma, Nonhlanhla; Humphries, Hilton; Dellar, Rachael; Naidoo, Kogieleum; Karim, Quarraisha Abdool

2014-01-01

Background Epidemiological data from South Africa demonstrate that risk of human immunodeficiency virus (HIV) infection in males increases dramatically after adolescence. Targeting adolescent HIV-negative males may be an efficient and cost-effective means of maximising the established HIV prevention benefits of voluntary medical male circumcision (VMMC) in high HIV prevalence–, low circumcision practice–settings. This study assessed the feasibility of recruiting male high school students for VMMC in such a setting in rural KwaZulu-Natal. Methods and Findings Following community and key stakeholder consultations on the acceptability of VMMC recruitment through schools, information and awareness raising sessions were held in 42 high schools in Vulindlela. A three-phase VMMC demand-creation strategy was implemented in partnership with a local non-governmental organization, ZimnadiZonke, that involved: (i) community consultation and engagement; (ii) in-school VMMC awareness sessions and centralized HIV counselling and testing (HCT) service access; and (iii) peer recruitment and decentralized HCT service access. Transport was provided for volunteers to the Centre for the AIDS Programme of Research in South Africa (CAPRISA) clinic where the forceps-guided VMMC procedure was performed on consenting HIV-negative males. HIV infected volunteers were referred to further care either at the CAPRISA clinic or at public sector clinics. Between March 2011 and February 2013, a total of 5165 circumcisions were performed, the majority (71%) in males aged between 15 and 19 years. Demand-creation strategies were associated with an over five-fold increase in VMMC uptake from an average of 58 procedures/month in initial community engagement phases, to an average of 308 procedures/month on initiation of the peer recruitment–decentralized service phase. Post-operative adverse events were rare (1.2%), mostly minor and self-resolving. Conclusions Optimizing a high volume, adolescent-targeted VMMC program was feasible, acceptable and safe in this setting. Adaptive demand-creation strategies are required to sustain high uptake. PMID:24788339

Assessment of intelligence quotient among schoolchildren of fishermen community of Kutch, Gujarat, India.

PubMed

Asawa, Kailash; Pujara, Piyush; Thakkar, Jigar P; Pandya, Bindi Gajjar; Sharma, Anant Raghav; Pareek, Sonia; Tak, Aniruddh; Tak, Mridula; Maniar, Ronak

2014-01-01

The aim of the study was to assess the intelligence quotient of fishermen school children of Kutch, Gujarat, India. A descriptive cross-sectional study was conducted among 8 to 10 years old school children living in Kutch District, Gujarat, India, from January to February 2013. Seguin Form Board Test was used to assess the intelligence quotient (IQ) level of children. Means of groups were compared by independent student t-test. Stepwise multiple linear regression was used to identify predictors for IQ. The mean average timing taken by fishermen school children to complete the test was 30.64 ± 4.97. Males had significantly lower mean timing scores than females (p < 0.05). Participants with severe dental fluorosis, low socio-economic status (SES), lower education level of both mother and father and those who were overweight had significantly higher mean timing scores for average category. The present study suggested a low IQ among fishermen school children community of Kutch, Gujarat, India. The major factors which influenced their IQ were dental fluorosis, low SES, low education level of parents and high body mass index.

Understanding the Association Between School Climate and Future Orientation.

PubMed

Lindstrom Johnson, Sarah; Pas, Elise; Bradshaw, Catherine P

2016-08-01

Promoting students' future orientation is inherently a goal of the educational system. Recently, it has received more explicit attention given the increased focus on career readiness. This study aimed to examine the association between school climate and adolescents' report of future orientation using data from youth (N = 27,698; 49.4 % female) across 58 high schools. Three-level hierarchical linear models indicated that perceptions of available emotional and service supports, rules and consequences, and parent engagement were positively related to adolescents' future orientation. Additionally, the school-level average future orientation was significantly related to individuals' future orientation, indicating a potential influence of contextual effects on this construct. Taken together, these findings suggest that interventions targeting school climate may hold promise for promoting future orientation.

The influence of averageness on judgments of facial attractiveness: no own-age or own-sex advantage among children attending single-sex schools.

PubMed

Vingilis-Jaremko, Larissa; Maurer, Daphne; Gao, Xiaoqing

2014-04-01

We examined how recent biased face experience affects the influence of averageness on judgments of facial attractiveness among 8- and 9-year-old children attending a girls' school, a boys' school, and a mixed-sex school. We presented pairs of individual faces in which one face was transformed 50% toward its group average, whereas the other face was transformed 50% away from that average. Across blocks, the faces varied in age (adult, 9-year-old, or 5-year-old) and sex (male or female). We expected that averageness might influence attractiveness judgments more strongly for same-age faces and, for children attending single-sex schools, same-sex faces of that age because their prototype(s) should be best tuned to the faces they see most frequently. Averageness influenced children's judgments of attractiveness, but the strength of the influence was not modulated by the age of the face, nor did the effects of sex of face differ across schools. Recent biased experience might not have affected the results because of similarities between the average faces of different ages and sexes and/or because a minimum level of experience with a particular group of faces may be adequate for the formation of a veridical prototype and its influence on judgments of attractiveness. The results suggest that averageness affects children's judgments of the attractiveness of the faces they encounter in everyday life regardless of age or sex of face. Copyright © 2013 Elsevier Inc. All rights reserved.

Breast Cancer Knowledge Among Male High School Students in Saudi Arabia.

PubMed

Al-Amoudi, Samia; AlHomied, Moaiad Tariq Abdul-Aziz; AlSayegh, Nasser Youssef Nasser; Radi, Osama Naseem Ismail; Zagzoog, Mohammed Majed Suliman; Aloufi, Omar Faisal Mubarak; Al-Harbi, Abdullah Abdulkarim Ali; Tayeb, Safwan; Hassanien, Mohammed; Al-Ahwal, Mahmoud; Eldeek, Basem; Harakeh, Steve

2016-12-01

Breast cancer (BC) accounts for 24 % of all women cancer cases diagnosed in Saudi Arabia each year. Awareness is extremely important in combating this disease. This study was undertaken to assess male high school students' response to BC. This cross-sectional survey was performed on male high school students across schools in Jeddah. A questionnaire gathered data on respondent demographics, beliefs about BC, BC risk factors, early screening methods, and role of men in BC. Statistical analysis was done using SPSS 20. A total of 824 students participated, with an average age of 17.0 years. There was more than 50 % agreement that early detection of BC enhances the chances of recovery, that BC is treatable, and that clinical breast examination and breastfeeding provide protection from BC. Around half the survey population thought that BC was fatal and contagious. Fewer than 50 % thought that BC was inherited and related to smoking, consumption of contraceptive pills, repeated exposure to radiation, obesity, and wearing a bra and that breast tumors were all malignant and spread to different parts of the body. Others knew that mammograms should be performed periodically. A high percentage persuaded their relatives to have mammograms and provided them with psychological support. Knowledge of BC among male high school students in Saudi Arabia is still limited, and, therefore, programs and activities need to be established to increase awareness among high school students.

Psychological Needs, Academic Achievement and Marijuana Consumption

ERIC Educational Resources Information Center

Simon, William E.

1974-01-01

Forty-four undergradute marihuana users were asked to complete the Edwards Personal Preference Schedule and to report their high school and college grade-point averages. Ss were compared to a control group of 44 Ss who never had used marihuana. (Author)

Internet gaming disorder in Lebanon: Relationships with age, sleep habits, and academic achievement.

PubMed

Hawi, Nazir S; Samaha, Maya; Griffiths, Mark D

2018-03-01

Background and aims The latest (fifth) edition of the Diagnostic and Statistical Manual of Mental Disorders included Internet gaming disorder (IGD) as a disorder that needs further research among different general populations. In line with this recommendation, the primary objective of this was to explore the relationships between IGD, sleep habits, and academic achievement in Lebanese adolescents. Methods Lebanese high-school students (N = 524, 47.9% males) participated in a paper survey that included the Internet Gaming Disorder Test and demographic information. The sample's mean average age was 16.2 years (SD = 1.0). Results The pooled prevalence of IGD was 9.2% in the sample. A hierarchical multiple regression analysis demonstrated that IGD was associated with being younger, lesser sleep, and lower academic achievement. While more casual online gamers also played offline, all the gamers with IGD reported playing online only. Those with IGD slept significantly less hours per night (5 hr) compared with casual online gamers (7 hr). The school grade average of gamers with IGD was the lowest among all groups of gamers, and below the passing school grade average. Conclusions These findings shed light on sleep disturbances and poor academic achievement in relation to Lebanese adolescents identified with IGD. Students who are not performing well at schools should be monitored for their IGD when assessing the different factors behind their low academic performance.

Diversity efforts, admissions, and national rankings: can we align priorities?

PubMed

Heller, Caren A; Rúa, Sandra Hurtado; Mazumdar, Madhu; Moon, Jennifer E; Bardes, Charles; Gotto, Antonio M

2014-01-01

Increasing student body diversity is a priority for national health education and professional organizations and for many medical schools. However, national rankings of medical schools, such as those published by U.S. News & World Report, place a heavy emphasis on grade point average (GPA) and Medical College Admissions Test (MCAT) scores, without considering student body diversity. These rankings affect organizational reputation and admissions outcomes, even though there is considerable controversy surrounding the predictive value of GPA and MCAT scores. Our aim in this article was to explore the relationship between standard admissions practices, which typically aim to attract students with the highest academic scores, and student body diversity. We examined how changes in GPA and MCAT scores over 5 years correlated with the percentage of enrolled students who are underrepresented in medicine. In a majority of medical schools in the United States from 2005 to 2009, average GPA and MCAT scores of applicants increased, whereas the percentage of enrolled students who are underrepresented in medicine decreased. Our findings suggest that efforts to increase the diversity of medical school student bodies may be complicated by a desire to maintain high average GPA and MCAT scores. We propose that U.S. News revise its ranking methodology by incorporating a new diversity score into its student selectivity score and by reducing the weight placed on GPA and MCAT scores.

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

Changes in Student Populations and Average Test Scores of Dutch Primary Schools

ERIC Educational Resources Information Center

Luyten, Hans; de Wolf, Inge

2011-01-01

This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

How do american students measure up? Making sense of international comparisons.

PubMed

Koretz, Daniel

2009-01-01

In response to frequent news media reports about how poorly American students fare compared with their peers abroad, Daniel Koretz takes a close look at what these comparisons say, and do not say, about the achievement of U.S. high school students. He stresses that the comparisons do not provide what many observers of education would like: unambiguous information about the effectiveness of American high schools compared with those in other nations. Koretz begins by describing the. two principal international student comparisons-the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA). Both assessments, he stresses, reflect the performance of students several years before they complete high school. PISA, which targets fifteen-year-old students, measures students' abilities to apply what they have learned in school to real-world problems. By contrast, TIMSS tests fourth and eighth graders. Unlike PISA, TIMSS follows the school curriculum closely. Because the findings of the two tests are sometimes inconsistent, Koretz stresses the importance of considering data from both sources. He cautions against comparing U.S. students with an "international average," which varies widely from survey to survey depending on which countries participate, and recommends instead comparing them with students in other nations that are similar to the United States or that are particularly high-achieving. Many observers, says Koretz, speculate that the lackluster average performance of American students in international comparisons arises because many, especially minority and low-income U.S. students, attend low-performing schools. But both TIMSS and PISA, he says, show that the performance of American students on the exams is not much more variable than that of students in countries that are socially more homogeneous or that have more equitable educational systems. Koretz emphasizes that the international comparisons provide valuable information and are a useful source of hypotheses about American secondary schooling to be tested by researchers. Studies designed to explain differences between U.S. students and those in very similar countries, he says, might provide especially useful suggestions for changes in policy and practice.

Beyond good grades: School composition and immigrant youth participation in extracurricular activities.

PubMed

Okamoto, Dina G; Herda, Daniel; Hartzog, Cassie

2013-01-01

Past research has typically focused on educational attainment and achievement to understand the assimilation process for immigrant youth. However, academic achievement constitutes only part of the schooling experience. In this paper, we move beyond traditional measures such as test scores and dropout, and examine patterns of school-sponsored extracurricular activity participation. Analyzing data from Add Health and drawing upon the frog-pond and segmented assimilation frameworks, we find that immigrant minority youth are disadvantaged in regards to activity participation relative to the average student in high- compared to low-SES schools. In high-SES schools, immigrant youth are less similar to their peers in terms of socioeconomic, race, and immigrant status, and as suggested by the frog-pond hypothesis, social comparison and ranking processes contribute to lower levels of social integration of immigrant youth into the school setting. We also find that as percent minority rises in high-SES schools, participation increases as well. The opposite pattern appears in low-SES schools: when percent minority increases, activity participation among immigrant minority students declines. These results are commensurate with both theoretical frameworks, and suggest that different mechanisms are at work in high- and low-SES schools. However, the effects of minority peers do not seem to hold for sports participation, and we also find that percent immigrant operates differently from percent minority, depressing the probability of activity participation across both high- and low-SES schools. The main implication of our results is that racially diverse, higher-SES schools are the most favorable contexts for the social integration of immigrant minority youth as well as third- and later-generation blacks and Hispanics. Copyright © 2012 Elsevier Inc. All rights reserved.

Adverse Effects of Daylight Saving Time on Adolescents' Sleep and Vigilance

PubMed Central

Medina, Diana; Ebben, Matthew; Milrad, Sara; Atkinson, Brianna; Krieger, Ana C.

2015-01-01

Study Objectives: Daylight saving time (DST) has been established with the intent to reduce energy expenditure, however unintentional effects on sleep and vigilance have not been consistently measured. The objective of this study was to test the hypothesis that DST adversely affects high school students' sleep and vigilance on the school days following its implementation. Methods: A natural experiment design was used to assess baseline and post-DST differences in objective and subjective measures of sleep and vigilance by actigraphy, sleep diary, sleepiness scale, and psychomotor vigilance testing (PVT). Students were tested during school days immediately preceding and following DST. Results: A total of 40 high school students were enrolled in this study; 35 completed the protocol. Sleep duration declined by an average of 32 minutes on the weeknights post-DST, reflecting a cumulative sleep loss of 2 h 42 min as compared to the baseline week (p = 0.001). This finding was confirmed by sleep diary analyses, reflecting an average sleep loss of 27 min/night (p = 0.004) post-DST. Vigilance significantly deteriorated, with a decline in PVT performance post-DST, resulting in longer reaction times (p < 0.001) and increased lapses (p < 0.001). Increased daytime sleepiness was also demonstrated (p < 0.001). Conclusions: The early March DST onset adversely affected sleep and vigilance in high school students resulting in increased daytime sleepiness. Larger scale evaluations of sleep impairments related to DST are needed to further quantify this problem in the population. If confirmed, measures to attenuate sleep loss post-DST should be implemented. Citation: Medina D, Ebben M, Milrad S, Atkinson B, Krieger AC. Adverse effects of daylight saving time on adolescents' sleep and vigilance. J Clin Sleep Med 2015;11(8):879–884. PMID:25979095

Alcohol, tobacco, and other drug use prevention programs in U.S. schools: a descriptive summary.

PubMed

Kumar, Revathy; O'Malley, Patrick M; Johnston, Lloyd D; Laetz, Virginia B

2013-12-01

This report identifies the prevalence of state, local, and commercially developed substance abuse prevention programs in middle and high schools from 2001 to 2007, using survey data from nationally representative samples of 1,206 schools. Based on school administrators' reports, schools and school districts offer students an average of 1.62 prevention programs during their school years from elementary through high school. Bivariate and multivariate regression analyses were conducted with school demographic characteristics public versus private, size, population density, region of the country, school race/ethnic composition, and socioeconomic status of the student body (SES) as predictors of total number of programs that students received and of the relative use of local, state, and commercial programs. Schools in the West had significantly fewer prevention programs than those in other regions of the country. Students in predominantly White and in higher SES schools received significantly more prevention programs than students in majority African American, majority Hispanic, or in lower SES affluent schools. The most frequently reported programs that students received were locally developed. D.A.R.E. was the most widely adopted prevention program. Findings from this study suggest that schools often develop their own curriculum to suit their students' needs, and students are exposed to multiple prevention programs through their school years, making it difficult to examine the effectiveness of any single program in preventing and reducing substance use among students.

Assessing the Prevalence of Recurrent Neck and Shoulder Pain in Korean High School Male Students: A Cross-sectional Observational Study.

PubMed

Koh, Min Jung; Park, Sun Young; Woo, Young Sun; Kang, Sung Hyun; Park, Sang Hoon; Chun, Hye Jung; Park, Eun Jung

2012-07-01

Neck and shoulder pain (NSP) is fairly common in adolescents, which is associated with a high prevalence of NSP found during adulthood as well; therefore, its significance during adolescence should not be underestimated. We surveyed the prevalence of recurrent NSP, lifestyle, and risk factors in Korean high school students, and examined the influence of recurrent NSP on the quality of life. Nine hundred thirty one male students (16-19 years old) from two academic high schools in Seoul were included in this study. The survey consisted of a questionnaire to assess the prevalence of recurrent NSP, with questions regarding having an occurrence more than once a week, characteristics of NSP, activity and lifestyle of the students, and the risk factors for recurrent NSP. A 36-item Short Form questionnaire was also examined. We found that 44.3% of the high school students surveyed had recurrent NSP (more than once a week) and the overall prevalence of NSP was 79.1%. The average sitting time was 10.2 ± 2.7 h/day. 59.0% did not sit straight, 14.7% used assisting devices during reading, and 11.9% answered that they stretched regularly. Found from their self assessed health, frequent fatigue and frequent depressed mood presented significant associations with the higher prevalence of recurrent NSP. Korean high school students had a high prevalence of recurrent NSP. Clinical attention is needed for the prevention and resolution of recurrent NSP found in high school students.

Profile of student critical thinking ability on static fluid concept

NASA Astrophysics Data System (ADS)

Sulasih; Suparmi, A.; Sarwanto

2017-11-01

Critical thinking ability is an important part of educational goals. It has higher complex processes, such as analyzing, synthesizing and evaluating, drawing conclusion and reflection. This study is aimed to know the critical thinking ability of students in learning static fluids of senior high school students. This research uses the descriptive method which its instruments based on the indicator of critical thinking ability developed according to Ennis. The population of this research is XIth grade science class Public Senior High School, SMA N 1, Sambungmacan, Sragen, Central Java. The static fluid teaching material is delivered using Problem Based Learning Model through class experiment. The results of this study shows that the average student of XIth science class have high critical thinking skills, particularly in the ability of providing simple explanation, build basic skill, and provide advanced explanation, but they do not have high enough in ability of drawing conclusion and strategic and tactical components of critical thinking ability in the study of static fluid teaching material. The average of students critical thinking ability is 72.94, with 27,94% of students are in a low category and 72,22% of students in the high category of critical thinking ability.

Contraception among young women attending high school in rural Nova Scotia.

PubMed

Langille, Donald B; Hughes, Jean; Murphy, Gail Tomblin; Rigby, Janet A

2002-01-01

To examine contraceptive methods used by rural adolescent women and socio-demographic factors associated with not using effective contraception. Students in three Nova Scotia high schools participated in a survey concerning sexual activity, behaviours, and contraception used at last intercourse. Proportions using no effective contraception were examined with respect to socio-demographic variables. The overall response rate was 80%; 46% of 922 young women aged 15-19 had had intercourse in the previous year. Of these, 87% used effective contraception at last intercourse. Average school mark < 80%, and having a father with less than high school education were associated with not using effective contraception. Mother's education and employment, family structure, age of first intercourse and importance of religion were not associated with lack of contraception. Using no, or ineffective, contraception at last intercourse was seen in fewer young women than has been seen in other Canadian studies. In addition to examining use of contraception in rural Canadian adolescents, the study provides evidence concerning factors for consideration in targeted interventions.

Recruiting High School Students into Tech Programs

ERIC Educational Resources Information Center

Squires, Dan; Case, Pauline

2007-01-01

Industry's needs for highly skilled workers are not currently being met. The U.S. needs more than a half-million people in skilled worker training programs now. Not enough young people are choosing to be trained in these areas, and compounding this problem is the reality that the average age of the current skilled labor force is 55--ready for…

Attitudes towards, Preferences for, and Knowledge of Computers among Gifted and Average Junior High Children.

ERIC Educational Resources Information Center

Singh, Jagjit K.

A descriptive study was conducted in three junior high schools in Calgary (Alberta) to examine: (1) student attitudes toward computers, (2) student preferences for different kinds of software, and (3) student knowledge of computers and computer applications. Subjects (n=157) completed a survey designed to evaluate their attitudes and knowledge…

Evaluation of the effects of school zone signs and markings on speed reduction: a driving simulator study.

PubMed

Zhao, Xiaohua; Li, Jiahui; Ma, Jianming; Rong, Jian

2016-01-01

Traffic control devices are one of the most significant factors affecting driving behavior. In China, there is a lack of installation guidelines or standards for traffic control devices in school zones. In addition, little research has been done to examine the effects of traffic control devices on driving behavior. Few guidelines have been established for implementing traffic control devices in school zones in China. This research conducted a driving simulator experiment to assess the effects of school zone signs and markings for two different types of schools. The efficiency of these traffic control devices was evaluated using four variables derived from the driving simulation, including average speed, relative speed difference, standard deviation of acceleration, and 85th percentile speed. Results showed that traffic control devices such as the Flashing Beacon and School Crossing Ahead Warning Assembly, the Reduce Speed and School Crossing Warning Assembly, and the School Crossing Ahead Pavement Markings were recommended for school zones adjacent to a major multilane roadway, which is characterized by a median strip, high traffic volume, high-speed traffic and the presence of pedestrian crossing signals. The School Crossing Ahead Pavement Markings were recommended for school zones on a minor two-lane roadway, which is characterized by low traffic volume, low speed, and no pedestrian crossing signals.

Factors influencing medical informatics examination grade--can biorhythm, astrological sign, seasonal aspect, or bad statistics predict outcome?

PubMed

Petrovecki, Mladen; Rahelić, Dario; Bilić-Zulle, Lidija; Jelec, Vjekoslav

2003-02-01

To investigate whether and to what extent various parameters, such as individual characteristics, computer habits, situational factors, and pseudoscientific variables, influence Medical Informatics examination grade, and how inadequate statistical analysis can lead to wrong conclusions. The study included a total of 382 second-year undergraduate students at the Rijeka University School of Medicine in the period from 1996/97 to 2000/01 academic year. After passing the Medical Informatics exam, students filled out an anonymous questionnaire about their attitude toward learning medical informatics. They were asked to grade the course organization and curriculum content, and provide their date of birth; sex; study year; high school grades; Medical Informatics examination grade, type, and term; and describe their computer habits. From these data, we determined their zodiac signs and biorhythm. Data were compared by the use of t-test, one-way ANOVA with Tukey's honest significance difference test, and randomized complete block design ANOVA. Out of 21 variables analyzed, only 10 correlated with the average grade. Students taking Medical Informatics examination in the 1998/99 academic year earned lower average grade than any other generation. Significantly higher Medical Informatics exam grade was earned by students who finished a grammar high school; owned and regularly used a computer, Internet, and e-mail (p< or =0.002 for all items); passed an oral exam without taking a written test (p=0.004), or did not repeat the exam (p<0.001). Better high-school students and students with better grades from high-school informatics course also scored significantly better (p=0.032 and p<0.001, respectively). Grade in high-school mathematics, student's sex, and time of year when the examination was taken were not related to the grade, and neither were pseudoscientific parameters, such as student zodiac sign, zodiac sign quality, or biorhythm cycles, except when intentionally inadequate statistics was used for data analysis. Medical Informatics examination grades correlated with general learning capacity and computer habits of students, but showed no relation to other investigated parameters, such as examination term or pseudoscientific parameters. Inadequate statistical analysis can always confirm false conclusions.

Class in the Classroom: The Relationship between School Resources and Math Performance among Low Socioeconomic Status Students in 19 Rich Countries

ERIC Educational Resources Information Center

Baird, Katherine

2012-01-01

This paper investigates achievement gaps between low and high socioeconomic students in 19 high-income countries. On average, math scores of students with indicators of high socioeconomic status (SES) are over one standard deviation above those with low SES indicators. The paper estimates the extent to which these achievement gaps can be…

Variation in obesity among American secondary school students by school and school characteristics.

PubMed

O'Malley, Patrick M; Johnston, Lloyd D; Delva, Jorge; Bachman, Jerald G; Schulenberg, John E

2007-10-01

Body mass index (BMI) is known to vary by individual characteristics, but little is known about whether BMI varies by school and by school characteristics. Nationally representative samples of United States schools and students are used to determine the extent to which BMI and percent of students at or above the 85th percentile of BMI vary by school and by school characteristics. Data from the 1991-2004 Monitoring the Future (MTF) study were analyzed in 2006 and 2007. A relatively small proportion of variance in BMI lies between schools; intraclass correlations are on the order of 3%. Still, this is sufficient variation to provide very different environments for students attending schools that are low versus high in average BMI. There is some modest variation by school type (public, Catholic private, non-Catholic private); school size (number of students in the sampled grade); region of the country; and population density. There is more variation as a function of school socioeconomic status (SES) and racial/ethnic composition of the school. School SES in particular was negatively associated with BMI levels, even after controlling individual-level SES and racial/ethnic status. The residual differences in BMI by school suggest that some characteristic of the school and/or community environment--perhaps cultural factors or peer role modeling or differences in school food, beverage, or physical education policies--facilitate obesity in schools with a high concentration of lower socioeconomic students, beyond individual-level factors.

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2011 CFR

2011-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2011-04-01 2011-04-01 false If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2012 CFR

2012-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2012-04-01 2011-04-01 true If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2013 CFR

2013-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2013-04-01 2013-04-01 false If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2010 CFR

2010-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2010-04-01 2010-04-01 false If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2014 CFR

2014-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2014-04-01 2014-04-01 false If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

Revisiting the Link Between Depression Symptoms and High School Dropout: Timing of Exposure Matters.

PubMed

Dupéré, Véronique; Dion, Eric; Nault-Brière, Frédéric; Archambault, Isabelle; Leventhal, Tama; Lesage, Alain

2018-02-01

Recent reviews concluded that past depression symptoms are not independently associated with high school dropout, a conclusion that could induce schools with high dropout rates and limited resources to consider depression screening, prevention, and treatment as low-priority. Even if past symptoms are not associated with dropout, however, it is possible that recent symptoms are. The goal of this study was to examine this hypothesis. In 12 disadvantaged high schools in Montreal (Canada), all students at least 14 years of age were first screened between 2012 and 2015 (N screened  = 6,773). Students who dropped out of school afterward (according to school records) were then invited for interviews about their mental health in the past year. Also interviewed were matched controls with similar risk profiles but who remained in school, along with average not at-risk schoolmates (N interviewed  = 545). Interviews were conducted by trained graduate students. Almost one dropout out of four had clinically significant depressive symptoms in the 3 months before leaving school. Adolescents with recent symptoms had an odd of dropping out more than twice as high as their peers without such symptoms (adjusted odds ratio = 2.17; 95% confidence interval = 1.14-4.12). In line with previous findings, adolescents who had recovered from earlier symptoms were not particularly at risk. These findings suggest that to improve disadvantaged youths' educational outcomes, investments in comprehensive mental health services are needed in schools struggling with high dropout rates, the very places where adolescents with unmet mental health needs tend to concentrate. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

A School-Based Multilevel Study of Adolescent Suicide Ideation in California High Schools.

PubMed

Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan

2018-05-01

To assess the between-school variation in suicide ideation and to estimate the contribution of school-level attributes, student-level characteristics, and 2 cross-level interactions (school by student) to student suicide ideation. A secondary analysis of the California Healthy Kids Survey in 2 large and representative samples of California high schools and students: 2009-2011 and 2011-2013. This is a population sample of all public high school students (grades 9 and 11) in California. Analyses were first conducted on surveys administered in the 2011-2013 academic years to 790 schools with 345 203 students and replicated on surveys administered in 2009-2011 to 860 schools with 406 313 students. School-level suicide ideation rates ranged between 4% and 67%, with a median of 19.3% and mean of 20.0% (SD, 5.7%). Student suicide ideation was explained by student-level characteristics (R 2  = .20) and to a larger extent by school-level attributes (R 2  = .55). Student-level characteristics predictive of suicide ideation included, sex, ethnic and racial affiliation, victimization, and perceptions of school climate. In both samples, school size and average level of academic achievement were not associated with rates of school suicide ideation. Schools with a larger number of girls and higher levels of victimization had higher rates of suicide ideation in both samples. The hypotheses regarding cross-level interactions were not confirmed. Differences among schools in student suicide ideation are meaningful. The findings suggest an emphasis on the role of schools in prevention programs, public health campaigns to reduce suicide, multilevel research, and theory development. Copyright © 2017 Elsevier Inc. All rights reserved.

Adolescent sleep disturbance and school performance: the confounding variable of socioeconomics.

PubMed

Pagel, James F; Forister, Natalie; Kwiatkowki, Carol

2007-02-15

To assess how selected socioeconomic variables known to affect school performance alter the association between reported sleep disturbance and poor school performance in a contiguous middle school/high school population. A school district/college IRB approved questionnaire was distributed in science and health classes in middle school and high school. This questionnaire included a frequency scaled pediatric sleep disturbance questionnaire for completion by students and a permission and demographic questionnaire for completion by parents (completed questionnaires n = 238 with 69.3% including GPA). Sleep complaints occur at high frequency in this sample (sleep onset insomnia 60% > 1 x /wk.; 21.2% every night; sleepiness during the day (45.7% > 1 x /wk.; 15.2 % every night), and difficulty concentrating (54.6% > 1 x /wk.; 12.9% always). Students with lower grade point averages (GPAs) were more likely to have restless/aching legs when trying to fall asleep, difficulty concentrating during the day, snoring every night, difficulty waking in the morning, sleepiness during the day, and falling asleep in class. Lower reported GPAs were significantly associated with lower household incomes. After statistically controlling for income, restless legs, sleepiness during the day, and difficulty with concentration continued to significantly affect school performance. This study provides additional evidence indicating that sleep disturbances occur at high frequencies in adolescents and significantly affect daytime performance, as measured by GPA. The socioeconomic variable of household income also significantly affects GPA. After statistically controlling for age and household income, the number and type of sleep variables noted to significantly affect GPA are altered but persistent in demonstrating significant effects on school performance.

Urban Town and Gown: Increasing Minority Participation in the Geosciences Through a College-High School Partnership in Hartford, CT

NASA Astrophysics Data System (ADS)

OConnell, S.; OConnell, S.; OConnell, S.; Osborn, J. L.; Osborn, J. L.

2001-12-01

Urban public schools are often poor and have a tremendous need for educational assistance. In many cities the population is dominated by ethnic minorities. Hartford, CT, is one of these cities. Only about 50% of the students entering high school graduate and approximately 50% of those go on to higher education. Of those students taking the SAT's the average verbal and math scores are below 400. Despite these statistics, many students do succeed and therein lies an opportunity for earth scientists. As individuals and as institutions we can partner with schools and students to involve them in and excite them about the earth sciences. In 1995 Trinity College, located in Hartford, CT, undertook a \\$175 m.d. neighborhood revitalization project with funds from the college, neighboring institutions, foundations, and city, state and federal governments. Central to the revitalization is the "Learning Corridor," an educational complex that includes a magnet Montessori School, a Math and Science Middle School, and a Math and Science Magnet High School (GHAMAS). GHAMAS has a three-fold mission: teaching math and science to high school students, professional development for all math and science teachers from participating school districts, and community outreach. The Learning Corridor is adjacent to the Trinity College campus and Trinity faculty work with GHAMAS faculty to fulfill all three missions. Trinity faculty teach several high school classes. During the summer 3 Trinity and 1 GHAMAS faculty participated as a group in a week long-long NSF-sponsored Environmental Science workshop. This fall over ten teacher workshops were co-taught by Trinity and GHAMAS faculty. Recent NSF funding will allow us to develop a collaborative education and research program focused on the Connecticut River.

High School Automated External Defibrillator Programs as Markers of Emergency Preparedness for Sudden Cardiac Arrest

PubMed Central

Toresdahl, Brett G.; Harmon, Kimberly G.; Drezner, Jonathan A.

2013-01-01

Context: School-based automated external defibrillator (AED) programs have demonstrated a high survival rate for individuals suffering sudden cardiac arrest (SCA) in US high schools. Objective: To examine the relationship between high schools having an AED on campus and other measures of emergency preparedness for SCA. Design: Cross-sectional study. Setting: United States high schools, December 2006 to September 2009. Patients or Other Participants: Principals, athletic directors, school nurses, and certified athletic trainers represented 3371 high schools. Main Outcome Measure(s): Comprehensive surveys on emergency planning for SCA submitted by high school representatives to the National Registry for AED Use in Sports from December 2006 to September 2009. Schools with and without AEDs were compared to assess other elements of emergency preparedness for SCA. Results: A total of 2784 schools (82.6%) reported having 1 or more AEDs on campus, with an average of 2.8 AEDs per school; 587 schools (17.4%) had no AEDs. Schools with an enrollment of more than 500 students were more likely to have an AED (relative risk [RR] = 1.12, 95% confidence interval [CI] = 1.08, 1.16, P < .01). Suburban schools were more likely to have an AED than were rural (RR = 1.08, 95% CI = 1.04, 1.11, P < .01), urban (RR = 1.13, 95% CI = 1.04, 1.16, P < .01), or inner-city schools (RR = 1.10, 95% CI = 1.04, 1.23, P < .01). Schools with 1 or more AEDs were more likely to ensure access to early defibrillation (RR = 3.45, 95% CI = 2.97, 3.99, P < .01), establish an emergency action plan for SCA (RR = 1.83, 95% CI = 1.67, 2.00, P < .01), review the emergency action plan at least annually (RR = 1.99, 95% CI = 1.58, 2.50, P < .01), consult emergency medical services to develop the emergency action plan (RR = 1.18, 95% CI = 1.05, 1.32, P < .01), and establish a communication system to activate emergency responders (RR = 1.06, 95% CI = 1.01, 1.08, P < .01). Conclusions: High schools with AED programs were more likely to establish a comprehensive emergency response plan for SCA. Implementing school-based AED programs is a key step associated with emergency planning for young athletes with SCA. PMID:23672389

School performance of childhood cancer survivors in Korea: a multi-institutional study on behalf of the Korean Society of Pediatric Hematology and Oncology.

PubMed

Park, Meerim; Park, Hyeon Jin; Lee, Jae Min; Ju, Hee Young; Park, Byung Kiu; Yu, Eun-Seung; Yang, Hyung-Kook; Kim, Ji Yoon; Park, Sang Kyu; Lee, Young Ho; Shim, Ye Jee; Kim, Heung Sik; Lee, Jun Ah; Lim, Yeon-Jung; Cheuh, Hee Won; Park, Ji Kyoung; Lee, Mee Jeong; Kim, Soon Ki; Choi, Hyoung Soo; Hah, Jeong Ok; Park, Kyung Duk; Kang, Hyoung Jin; Shin, Hee Young

2018-06-21

To investigate school performance of childhood cancer survivors focusing on the child's functioning, including peer relationships, school attendance, and academic achievement METHODS: We studied 241 children from 15 institutions in Korea between 2015 and 2016. The self-reported paper-and-pencil questionnaires were used. Approximately 22% of the survivors suffered from lack of friends. Bullying was reported by 30% of survivors. Survivors who returned to primary school reported a higher incidence of bullying compared to survivors who returned to middle or high school (P=0.03). The percentage of children who missed classes more than 4 days in a month was higher in survivors with brain tumors than those with other tumors (P=0.04). Approximately 41% of children reported learning difficulty. After returning to school, 53% of the patients reported that they had lower overall mark averages than they had before. Patients who returned to high school showed the highest rate of repeating a grade and the lowest rate of achieving high academic marks. The school marks in the Korean (P=0.03), English (P=0.04), and physical education (P=0.04) were worse for the children with brain tumors than for the children with other tumors. We found that 20-25% of survivors experienced peer-related difficulties upon returning to school. Patients who return to school, especially high school, should be provided more educational support to overcome low academic achievement. Particular concern is needed to the patients with brain tumors, who are at risk for significant academic and social difficulties and therefore may require more intensive support in school. This article is protected by copyright. All rights reserved.

On rising medical student debt: in for a penny, in for a pound.

PubMed

Kassebaum, D G; Szenas, P L; Schuchert, M K

1996-10-01

Using national databases of the Association of American Medical Colleges, the authors have examined reasons for the rising indebtedness of U.S. medical students, looking across the past decade at the influence of tuition and fees (tuition-fees) alone and the total costs of attending school, the effects of the changing demographics of medical school enrollments and lengthened graduation times, the relationship between the availability of school-funded scholarships and the amount of student loan disbursements, the pattern of student financial aid, and the reliance on borrowing to cover the costs of medical education. In constant dollars, the average indebtedness of students graduating from public schools increased 59.2% between 1985 and 1995, and that for graduates of private schools increased 64.2%. The fraction of graduates bringing debt with them when they entered medical school declined from 42.1% in 1985 to 33.6% in 1995. Premedical debt as a fraction of total debt declined at public schools from 9% in 1985 to 7% in 1995, and at private schools from 7.8% in 1985 to 5.9% in 1995. For public schools, tuition-fees increased 60.1% between 1985 and 1995, and average medical school debt increased 60.9%; for private schools, tuition-fees increased 30.1% over that period, while average medical school debt increased 66.2%. On average, public school graduates accrued debt greater than their four-year tuition-fee payments, while the average debt accrued by private school graduates was less than tuition-fee amounts. In 1995, graduates of public schools had debt accumulations representing 62% of the average total cost of attendance (tuition, fees, books, supplies, equipment, and living expenses), and the indebtedness of private school graduates was 55% of the average total cost, findings suggesting that total costs were the stronger driver of the amounts borrowed. On a national scale, the influences on medical school debt of longer graduation times, the growing number of women students, greater racial-ethnic diversity, and the admission of more older students age were negligible or small. The average parental income, adjusted to constant dollars, actually increased between 1985 and 1995. For public schools, the aggregate amounts of student aid have climbed at a steeper rate than schools' tuition-fee revenues during the past decade. For public schools, tuition-fee revenues rose 66.7% between 1985 and 1995, while the amount of loans to students at public schools increased 92.7%. For private schools, tuition-fee revenues went up 36.5%, and the amount of loans to students rose 57.9% during the same period. Federal Stafford Loans represented the major financing source, increasing from 71.5% of public schools' tuition-fee revenue in 1985 to 92.2% in 1995, and from 23% of private schools' tuition-fee revenue in 1985 to 38% in 1995. Over the decade, scholarship support kept pace with tuition-fee increases at public schools, but lagged behind the increases at private schools. The recent escalation of student debt has coincided with the lifting of the federal loan borrowing limits under the Higher Education Act. In parallel, entering medical students have declared their intentions to rely more heavily on loans as a means of financing. These findings, although based on national data and trends, provide a framework for exploration of the factors affecting educational costs and financing at individual medical schools. The importance of doing so is mounting, as students may be throwing caution to the winds in the more favorable climate for borrowing, ignoring indicators of changing practice opportunities and incomes ahead.

Development of a student-centered instrument to assess middle school students' conceptual understanding of sound

NASA Astrophysics Data System (ADS)

Eshach, Haim

2014-06-01

This article describes the development and field test of the Sound Concept Inventory Instrument (SCII), designed to measure middle school students' concepts of sound. The instrument was designed based on known students' difficulties in understanding sound and the history of science related to sound and focuses on two main aspects of sound: sound has material properties, and sound has process properties. The final SCII consists of 71 statements that respondents rate as either true or false and also indicate their confidence on a five-point scale. Administration to 355 middle school students resulted in a Cronbach alpha of 0.906, suggesting a high reliability. In addition, the average percentage of students' answers to statements that associate sound with material properties is significantly higher than the average percentage of statements associating sound with process properties (p <0.001). The SCII is a valid and reliable tool that can be used to determine students' conceptions of sound.

Facility provision in elementary schools: Correlates with physical education, recess, and obesity

PubMed Central

Fernandes, Meenakshi; Sturm, Roland

2009-01-01

Objectives The objectives were to: (1) document correlations among facility provision (availability and adequacy) in elementary schools, child sociodemographic factors, and school characteristics nationwide; and (2) investigate whether facility provision is associated with physical education (PE) time, recess time, and obesity trajectory. Methods The analytic sample included 8935 fifth graders from the Early Childhood Longitudinal Survey Kindergarten Cohort. School teachers and administrators were surveyed about facility provision, PE, and recess time in April 2004. Multivariate linear and logistic regressions that accounted for the nesting of children within schools were used. Results Children from disadvantaged backgrounds were more likely to attend a school with worse gymnasium and playground provision. Gymnasium availability was associated with an additional 8.3 min overall and at least an additional 25 min of PE per week for schools in humid climate zones. These figures represent 10.8 and 32.5%, respectively, of the average time spent in PE. No significant findings were obtained for gymnasium and playground adequacy in relation to PE and recess time, and facility provision in relation to obesity trajectory. Conclusions Poor facility provision is a potential barrier for school physical activity programs and facility provision is lower in schools that most need them: urban, high minority, and high enrollment schools. PMID:19850074

Physical activity and sports team participation: associations with academic outcomes in middle school and high school students.

PubMed

Fox, Claudia K; Barr-Anderson, Daheia; Neumark-Sztainer, Dianne; Wall, Melanie

2010-01-01

Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose of this study is to examine the associations between sports team participation, physical activity, and academic outcomes in middle and high school students. Data were drawn from Project EAT (Eating Among Teens), a survey of middle and high school students (n = 4746). Students self-reported their weekly hours of physical activity, sports team participation, and academic letter grades. Two statistical models were considered: first, 2 separate regression analyses with grade point average (GPA) as the outcome and either sports team participation or physical activity as the predictor; second, a single regression with GPA as the outcome and both sports team participation and physical activity as the simultaneous predictors. For high school girls, both physical activity and sports team participation were each independently associated with a higher GPA. For high school boys, only sports team participation was independently associated with a higher GPA. For middle school students, the positive association between physical activity and GPA could not be separated from the relationship between sports team participation and a higher GPA. Regardless of whether academic success was related to the physical activity itself or to participation on sports teams, findings indicated positive associations between physical activity involvement and academic achievement among students.

The validity of Iran’s national university entrance examination (Konkoor) for predicting medical students’ academic performance

PubMed Central

2012-01-01

Background In Iran, admission to medical school is based solely on the results of the highly competitive, nationwide Konkoor examination. This paper examines the predictive validity of Konkoor scores, alone and in combination with high school grade point averages (hsGPAs), for the academic performance of public medical school students in Iran. Methods This study followed the cohort of 2003 matriculants at public medical schools in Iran from entrance through internship. The predictor variables were Konkoor total and subsection scores and hsGPAs. The outcome variables were (1) Comprehensive Basic Sciences Exam (CBSE) scores; (2) Comprehensive Pre-Internship Exam (CPIE) scores; and (3) medical school grade point averages (msGPAs) for the courses taken before internship. Pearson correlation and regression analyses were used to assess the relationships between the selection criteria and academic performance. Results There were 2126 matriculants (1374 women and 752 men) in 2003. Among the outcome variables, the CBSE had the strongest association with the Konkoor total score (r = 0.473), followed by msGPA (r = 0.339) and the CPIE (r = 0.326). While adding hsGPAs to the Konkoor total score almost doubled the power to predict msGPAs (R2 = 0.225), it did not have a substantial effect on CBSE or CPIE prediction. Conclusions The Konkoor alone, and even in combination with hsGPA, is a relatively poor predictor of medical students’ academic performance, and its predictive validity declines over the academic years of medical school. Care should be taken to develop comprehensive admissions criteria, covering both cognitive and non-cognitive factors, to identify the best applicants to become "good doctors" in the future. The findings of this study can be helpful for policy makers in the medical education field. PMID:22840211

Newcomer immigrant adolescents: A mixed-methods examination of family stressors and school outcomes.

PubMed

Patel, Sita G; Clarke, Annette V; Eltareb, Fazia; Macciomei, Erynn E; Wickham, Robert E

2016-06-01

Family stressors predict negative psychological outcomes for immigrant adolescents, yet little is known about how such stressors interact to predict school outcomes. The purpose of this study was to explore the interactive role of family stressors on school outcomes for newcomer adolescent immigrants. Using a convergent parallel mixed-methods design, we used quantitative methods to explore interactions between family separation, acculturative family conflict, and family life events to predict 2 school outcomes, academic achievement (via grade point average [GPA]), and externalizing problems (student- and teacher-reported). The sample included 189 newcomer immigrant public high school students from 34 countries of origin. Quantitative measures included the Multicultural Events Scale for Adolescents, Family Conflicts Scale, and the Achenbach System of Empirically Based Assessment (ASEBA). Qualitative data were collected through a semi-structured interview. Quantitative results found that more family life events were associated with lower GPA, but this association was weaker for participants who had been separated from their parents. More family conflict was associated with more externalizing symptoms (both youth- and teacher-reported). However, the association between family conflict and teacher-reported externalizing symptoms was found only among participants reporting a greater than average number of life events. Qualitative results show that separation from extended family networks was among the most stressful of experiences, and demonstrate the highly complex nature of each family stressor domain. At a time when immigration is rapidly changing our school system, a better understanding of early risk factors for new immigrants can help teachers, administrators, and mental health practitioners to identify students with greatest need to foster behavioral, academic, and emotional well-being. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Association of School District Policies for Radon Testing and Radon-Resistant New Construction Practices with Indoor Radon Zones.

PubMed

Foster, Stephanie; Everett Jones, Sherry

2016-12-13

Radon is a naturally occurring, colorless, odorless, and tasteless radioactive gas. Without testing, its presence is unknown. Using nationally representative data from the 2012 School Health Policies and Practices Study, we examined whether the prevalence of school district policies for radon testing and for radon-resistant new construction practices varied by district location in relation to the U.S. Environmental Protection Agency Map of Radon Zones. Among school districts located in counties with high predicted average indoor radon, 42.4% had policies for radon testing and 37.5% had policies for radon-resistant new construction practices. These findings suggest a critical need for improved awareness among policy makers regarding potential radon exposure for both students and school staff.

Association of School District Policies for Radon Testing and Radon-Resistant New Construction Practices with Indoor Radon Zones

PubMed Central

Foster, Stephanie; Everett Jones, Sherry

2016-01-01

Radon is a naturally occurring, colorless, odorless, and tasteless radioactive gas. Without testing, its presence is unknown. Using nationally representative data from the 2012 School Health Policies and Practices Study, we examined whether the prevalence of school district policies for radon testing and for radon-resistant new construction practices varied by district location in relation to the U.S. Environmental Protection Agency Map of Radon Zones. Among school districts located in counties with high predicted average indoor radon, 42.4% had policies for radon testing and 37.5% had policies for radon-resistant new construction practices. These findings suggest a critical need for improved awareness among policy makers regarding potential radon exposure for both students and school staff. PMID:27983613

`Membership Has Its Privileges': Status Incentives and Categorical Inequality in Education

PubMed Central

Domina, Thurston; Penner, Andrew M.; Penner, Emily K.

2015-01-01

Prizes – formal systems that publicly allocate rewards for exemplary behavior – play an increasingly important role in a wide array of social settings, including education. In this paper, we evaluate a prize system designed to boost achievement at two high schools by assigning students color-coded ID cards based on a previously low stakes test. Average student achievement on this test increased in the ID card schools beyond what one would expect from contemporaneous changes in neighboring schools. However, regression discontinuity analyses indicate that the program created new inequalities between students who received low-status and high-status ID cards. These findings indicate that status-based incentives create categorical inequalities between prize winners and others even as they reorient behavior toward the goals they reward. PMID:27213170

High school students' physical education conceptual knowledge.

PubMed

Ayers, Suzan F

2004-09-01

The value of conceptual physical education knowledge has long been acknowledged (American Alliance for Health, Physical Education, and Recreation, 1969; Kneer, 1981; NASPE, 1995) yet has not been formally measured or assessed. Seven multiple choice tests with established validity and reliability (Ayers, 2001b) were used to assess the concepts identified in Mohnsen's text (1998). Tests were administered to 3,263 high school students at the schools of 17 NASPE Teachers of the Year in 16 states. On all tests, girls outscored boys, and Caucasians outscored all other racial groups. Examinees' average performance on each test was: motor development (65%), exercise physiology (62%), social psychology (60%), biomechanics (57%), aesthetic experiences (56%), motor learning (53%), and historical perspectives (49%). Analyses of each area determined concepts students knew and did not know.

Connecting with Communities: Four Successful Schools

ERIC Educational Resources Information Center

Simons, Kate Anderson; Curtis, Patrick A.

2007-01-01

The average public school serving children who are economically disadvantaged cannot afford to provide the above-average education that many of these children need to achieve at the same levels as their more advantaged peers. It becomes necessary for schools to ask, "Who else has the resources to help children succeed?" Because of these…

All above Average: Secondary School Improvement as an Impossible Endeavour

ERIC Educational Resources Information Center

Taylor, Phil

2015-01-01

This article argues that secondary school improvement in England, when viewed as a system, has become an impossible endeavour. This arises from the conflation of improvement with effectiveness, judged by a narrow range of outcome measures and driven by demands that all schools should somehow be above average. The expectation of comparable…

The Relationship between Heavy Metal and Rap Music and Adolescent Turmoil: Real or Artifact?

ERIC Educational Resources Information Center

Took, Kevin J.; Weiss, David S.

1994-01-01

Investigated association between 87 adolescents' music preferences and psychosocial turmoil. Adolescents who preferred heavy metal and rap music had higher incidence of below-average school grades, school behavior problems, sexual activity, drug and alcohol use, and arrests. When gender was controlled, only below-average school grades and history…

77 FR 43232 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-24

... ``national average payments,'' the amount of money the Federal Government provides States for lunches... with pricing programs that elect to serve milk free to eligible children continue to receive the... during the second preceding school year were served free or at a reduced price. The higher payment level...

Demographic Variables and Recreational Substance Use Among College Students.

ERIC Educational Resources Information Center

Carlson, B. Robert; Davis, Jaime L.

1988-01-01

Examined relationship between demographic variables and recreational substance use in college students (N=832). Results revealed that persons using certain recreational substances differed significantly from nonusers. Marijuana users differed from nonusers on parental income, high school grade point average, and political orientation. No…

What's Living in Your World?

ERIC Educational Resources Information Center

Powell, Karen; Stiller, John

2005-01-01

The average biotech catalog contains a dizzying array of kits offering tried-and-true protocols in molecular biology and biochemistry. Prepackaged experiences, ranging from DNA fingerprinting to protein purification, are now available to high school students. Although commercial kits designed for education provide excellent hands-on experiences in…

Youth and alcoholic beverages: Drinking patterns among high school students in central Thailand.

PubMed

Pichainarong, Natchaporn; Chaveepojnkamjorn, Wisit

2010-11-01

The objective of this study was to determine the drinking patterns of high school students in central Thailand. Eleven thousand three hundred sixty high school students from central Thailand were divided into 2 groups (drinkers and nondrinkers) according to their alcohol consumption. Information was obtained by an anonymous self-reporting questionnaire which consisted of 2 parts: general characteristics, and characteristics of alcohol drinking behavior. Data were analyzed using descriptive and inferential statistics by a computerized statistical package. The socio-demographic factors related to the student's alcohol consumption during the previous 12 months were: age > 15 years old, male sex, grades 9 and 11 education level, living in a private dormitory, staying with a relative or a friend, having a grade point average <2.0 or >3.0, having a job earning money and having family members with alcohol/drug problems (p<0.05). Drinking patterns were classified into 5 categories: life time drinking, drinking during the previous year, drinking during the previous 30 days, binge drinking during the previous 30 days and drinking until intoxication during the previous 30 days. A higher proportion of drinking was reported by boys than girls. The prevalence of drinking increased in proportion to the educational level. The 3 main drinking places were parties (48.5%), at home or in the dormitory (37.5%) and in shops around the school (12.4%). Boys drank alcohol on average 1-2 times per month in 59.8% and 1-2 standard drinks per time in 38.6%. Eighty point one percent of girls drank alcohol 1-2 times per month and 1-2 standard drinks per time in 55.6%. Drinking alcohol among high school students should be controlled by limiting access to alcoholic beverages in order to reduce accidents, injuries, violence and alcohol-related health problems among young people.

Ethnic identity, school connectedness, and achievement in standardized tests among Mexican-origin youth.

PubMed

Santos, Carlos E; Collins, Mary Ann

2016-07-01

The aim of this study was to investigate the association between school connectedness and performance in standardized test scores and whether this association was moderated by ethnic private regard. The study combines self-report data with school district reported data on standardized test scores in reading and math and free and reduced lunch status. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Participants were on average 12.34 years of age (SD = .95) and 51.8% female and 48.2% male. After controlling for age, gender, free and reduced lunch status, and generational status, school connectedness and ethnic private regard were both positive predictors of standardized test scores in reading and math. Results also revealed a significant interaction between school connectedness and ethnic private regard in predicting standardized test scores in reading, such that participants who were low on ethnic private regard and low on school connectedness reported lower levels of achievement compared to participants who were low on ethnic private regard but high on school connectedness. At high levels of ethnic private regard, high or low levels of school connectedness were not associated with higher or lower standardized test scores in reading. The findings in this study provide support for the protective role that ethnic private regard plays in the educational experiences of Mexican-origin youth and highlights how the local school context may play a role in shaping this finding. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Certificated Personnel and Related Information, Fall 1991.

ERIC Educational Resources Information Center

MacKenzie, Stella; Keith, Jo Ann

Information is presented about public school teachers and other holders of certificates in Colorado in 1991. The average salary for the 33,093 public school teachers was $33,072, representing a 3.9% increase over the 1990 average salary. This marked the third consecutive year that the average teacher salary in Colorado was below the national…

Gay-Straight Alliances, Social Justice Involvement, and School Victimization of Lesbian, Gay, Bisexual, and Queer Youth: Implications for School Well-Being and Plans to Vote

PubMed Central

Toomey, Russell B.; Russell, Stephen T.

2015-01-01

Few studies have investigated school-based, positive development for lesbian, gay, bisexual, and queer (LGBQ) youth, despite knowledge of their heightened negative school experiences compared to heterosexual youth (e.g., school victimization). This study examines associations among participation in Gay-Straight Alliance (GSA)–related social justice activities, GSA presence, and GSA membership with victimization based on sexual orientation and school-based well-being (i.e., school safety, school belongingness, grade point average [GPA]) and future plans to vote. Using data from the Preventing School Harassment Study, a survey of 230 LGBQ students in 7th through 12th grades, the study finds that participation in GSA-related social justice activities and the presence of a GSA are positively associated with school belongingness and GPA. GSA membership is also positively associated with school belongingness. However, moderation analyses suggest that the positive benefits of GSA-related social justice involvement and the presence of a GSA dissipate at high levels of school victimization. Implications for schools are discussed. PMID:26224893

Norms as Group-Level Constructs: Investigating School-Level Teen Pregnancy Norms and Behaviors.

PubMed

Mollborn, Stefanie; Domingue, Benjamin W; Boardman, Jason D

2014-09-01

Social norms are a group-level phenomenon, but past quantitative research has rarely measured them in the aggregate or considered their group-level properties. We used the school-based design of the National Longitudinal Study of Adolescent Health to measure normative climates regarding teen pregnancy across 75 U.S. high schools. We distinguished between the strength of a school's norm against teen pregnancy and the consensus around that norm. School-level norm strength and dissensus were strongly (r = -0.65) and moderately (r = 0.34) associated with pregnancy prevalence within schools, respectively. Normative climate partially accounted for observed racial differences in school pregnancy prevalence, but norms were a stronger predictor than racial composition. As hypothesized, schools with both a stronger average norm against teen pregnancy and greater consensus around the norm had the lowest pregnancy prevalence. Results highlight the importance of group-level normative processes and of considering the local school environment when designing policies to reduce teen pregnancy.

Norms as Group-Level Constructs: Investigating School-Level Teen Pregnancy Norms and Behaviors

PubMed Central

Mollborn, Stefanie; Domingue, Benjamin W.; Boardman, Jason D.

2015-01-01

Social norms are a group-level phenomenon, but past quantitative research has rarely measured them in the aggregate or considered their group-level properties. We used the school-based design of the National Longitudinal Study of Adolescent Health to measure normative climates regarding teen pregnancy across 75 U.S. high schools. We distinguished between the strength of a school's norm against teen pregnancy and the consensus around that norm. School-level norm strength and dissensus were strongly (r = -0.65) and moderately (r = 0.34) associated with pregnancy prevalence within schools, respectively. Normative climate partially accounted for observed racial differences in school pregnancy prevalence, but norms were a stronger predictor than racial composition. As hypothesized, schools with both a stronger average norm against teen pregnancy and greater consensus around the norm had the lowest pregnancy prevalence. Results highlight the importance of group-level normative processes and of considering the local school environment when designing policies to reduce teen pregnancy. PMID:26074628

An Effectiveness Trial of a New Enhanced Dissonance Eating Disorder Prevention Program among Female College Students

PubMed Central

Stice, Eric; Butryn, Meghan L.; Rohde, Paul; Shaw, Heather; Marti, C. Nathan

2014-01-01

Objective Efficacy trials indicate that a dissonance-based prevention program in which female high school and college students with body image concerns critique the thin-ideal reduced risk factors, eating disorder symptoms, and future eating disorder onset, but weaker effects emerged from an effectiveness trial wherein high school clinicians recruited students and delivered the program under real-world conditions. The present effectiveness trial tested whether a new enhanced dissonance version of this program produced larger effects when college clinicians recruited students and delivered the intervention using improved procedures to select, train, and supervise clinicians. Method Young women recruited from seven universities across the US (N = 408, M age = 21.6, SD = 5.64) were randomized to the dissonance intervention or an educational brochure control condition. Results Dissonance participants showed significantly greater decreases in risk factors (thin-ideal internalization, body dissatisfaction, dieting, negative affect) and eating disorder symptoms versus controls at posttest and 1-year follow-up, resulting in medium average effect size (d = .60). Dissonance participants also reported significant improvements in psychosocial functioning, but not reduced healthcare utilization or unhealthy weight gain. Conclusions This novel multisite effectiveness trial with college clinicians found that the enhanced dissonance version of this program and the improved facilitator selection/training procedures produced average effects that were 83% larger than effects observed in the high school effectiveness trial. PMID:24189570

Students' Knowledge of Nuclear Science and Its Connection with Civic Scientific Literacy in Two European Contexts: The Case of Newspaper Articles

NASA Astrophysics Data System (ADS)

Tsaparlis, Georgios; Hartzavalos, Sotiris; Nakiboğlu, Canan

2013-08-01

Nuclear science has uses and applications that are relevant and crucial for world peace and sustainable development, so knowledge of its basic concepts and topics should constitute an integral part of civic scientific literacy. We have used two newspaper articles that deal with uses of nuclear science that are directly relevant to life, society, economy, and international politics. One article discusses a new thermonuclear reactor, and the second one is about depleted uranium and its danger for health. 189 first-year undergraduate physics and primary education Greek students were given one of the two articles each, and asked to answer a number of accompanying questions dealing with knowledge that is part of the Greek high school curriculum. The study was repeated with 272 first-year undergraduate physics, physics education, science education, and primary education Turkish students. Acceptable or partially acceptable answers were provided on average by around 20 % of Greek and 11 % of Turkish students, while a large proportion (on the average, around 50 % of Greek and 27 % of Turkish students) abstained from answering the questions. These findings are disappointing, but should be seen in the light of the limited or no coverage of the relevant learning material in the Greek and the Turkish high-school programs. Student conceptual difficulties, misconceptions and implications for research and high school curricula are discussed.

Postsecondary Employment Experiences Among Young Adults With an Autism Spectrum Disorder RH: Employment in Young Adults With Autism

PubMed Central

Roux, Anne M.; Shattuck, Paul T.; Cooper, Benjamin P.; Anderson, Kristy A.; Wagner, Mary; Narendorf, Sarah C.

2013-01-01

Objective We examined postsecondary employment experiences of young adults with an autism spectrum disorder (ASD) and compared these outcomes with those of young adults with different disabilities. Method Data were from Wave 5 of the National Longitudinal Transition Study 2 (NLTS2), a nationally representative survey of young adults who had received special education services during high school. We examined the prevalence of ever having had—and currently having—a paid job at 21–25 years of age. We analyzed rates of full employment, wages earned, number of jobs held since high school, and job types. Results About half (53.4%) of young adults with an ASD had ever worked for pay outside the home since leaving high school, the lowest rate among disability groups. Young adults with an ASD earned an average of $8.10 per hour, significantly lower than average wages for young adults in the comparison groups, and held jobs that clustered within fewer occupational types. Odds of ever having had a paid job were higher for those who were older, from higher-income households, and with better conversational abilities or functional skills. Conclusions Findings of worse employment outcomes for young adults with an ASD suggest this population is experiencing particular difficulty in successfully transitioning into employment. Research is needed to determine strategies for improving outcomes as these young adults transition into adulthood. PMID:23972695

Policy challenges in the fight against childhood obesity: low adherence in San Diego area schools to the California Education Code regulating physical education.

PubMed

Consiglieri, G; Leon-Chi, L; Newfield, R S

2013-01-01

Assess the adherence to the Physical Education (PE) requirements per California Education Code in San Diego area schools. Surveys were administered anonymously to children and adolescents capable of physical activity, visiting a specialty clinic at Rady Children's Hospital San Diego. The main questions asked were their gender, grade, PE classes per week, and time spent doing PE. 324 surveys were filled, with 36 charter-school students not having to abide by state code excluded. We report on 288 students (59% females), mostly Hispanic (43%) or Caucasian (34%). In grades 1-6, 66.7% reported under the 200 min per 10 school days required by the PE code. Only 20.7% had daily PE. Average PE days/week was 2.6. In grades 7-12, 42.2% had reported under the 400 min per 10 school days required. Daily PE was noted in 47.8%. Average PE days/week was 3.4. Almost 17% had no PE, more so in the final two grades of high school (45.7%). There is low adherence to the California Physical Education mandate in the San Diego area, contributing to poor fitness and obesity. Lack of adequate PE is most evident in grades 1-6 and grades 11-12. Better resources, awareness, and enforcement are crucial.

[Total drinking water intake and sources of children and adolescent in one district of Shenzhen].

PubMed

Du, Songming; Hu, Xiaoqi; Zhang, Qian; Wang, Xiaojun; Liu, Ailing; Pan, Hui; He, Shuang; Ma, Guansheng

2013-05-01

To describe total drinking water intake among primary and middle school students in one district of Shenzhen and to provide scientific evidence for adequate intakes of drinking water for different people in China. A total of 816 students from three primary and middle schools of Shenzhen was selected using three-stage random sampling method. The information on amounts and types of daily drinking water was recorded by subjects for seven consecutive days using a 24 hours measurement. The amounts and types of daily drinking water among different ages and between boys and girls were analyzed. The average total drinking water of subjects was (1225+/-557) ml/d, and the consumption of total drinking water in boys ((1303+/-639) ml/d) was significantly higher than that in girls ((1134+/-478) ml/d, P<0.01). The consumption of total drinking water of secondary school students ((1389+/-541) ml/d) and high school student ((1318+/-641) ml/d) was no statistically difference, but was higher than primary school students ((1097+/-525) ml/d, P<0.01). The average plain water and beverages of the subjects was (818+/-541) ml/d and (407+/-294) ml/d respectively. Major of fluid intake comes from drinking water in children and adolescenct of Shenzhen. The knowledge of drinking water of primary school students is need to comprehensive enough.

[Exploratory study of air quality in elementary schools, Coimbra, Portugal].

PubMed

Ferreira, Ana Maria Conceiçã; Cardoso, Salvador Massano

2013-12-01

To analyze the air quality in elementary schools and their structural and functional conditions. Air quality in 51 elementary schools (81 classrooms) in the city of Coimbra, Portugal, both inside and outside of the rooms was evaluated during the four seasons, from 2010 to 2011. Temperature (T°), relative humidity (Hr), concentrations of carbon monoxide (CO), carbon dioxide (CO2), ozone (O3), nitrogen dioxide (NO2), sulfur dioxide (SO2), compounds were evaluated, as were volatile organics (VOC), formaldehyde and particulate matter (PM10), from November 2010 to February 2011 (autumn/winter) and March 2011 to June 2011 (spring/summer). A grid characterizing the structural and functional conditions of the schools was created. The statistical Student t test for paired samples and the Wilcoxon t test were applied. In 47 schools, the average CO2 concentrations were above the maximum reference concentration (984 ppm) mentioned in Portuguese legislation. The maximum concentration values found inside the rooms were critical, especially in the fall/winter (5,320 ppm). In some schools the average concentrations of VOC and PM10 within the maximum concentration exceeded the reference legislated. The values (risk) of CO, formaldehyde, NO2, SO2 and O3 detected were not relevant. There was a higher concentration of pollutants inside the rooms compared with outside. Inadequate ventilation is associated with high CO2 concentration in the classroom.

Analysis of the ability of junior high school students’ performance in science in STEM project-based learning

NASA Astrophysics Data System (ADS)

Suryana, A.; Sinaga, P.; Suwarma, I. R.

2018-05-01

The challenges in 21st century demands the high competitiveness. The way of thinking ability, determine how it work ability and choose instrument be part of the skills will need in the 21st century. The competence it can be supported by learning involving the student performance skills. Based on the preliminary studies at one junior high school in Bandung found that the learning involving of performance skill is low.This is supported by data from respondent in received the opportunity to make devise a sketch in of learning especially based on practices or projects, the results are 75 % students said rarely and 18,75 % students said never. In addition seen also how the student activities in project based learning in class the results stated that 68,75 % of students said less, and 6.25 % of students said never. Therefore, we did a result to uncover profile performance on the design process and the performance process of junior high school student performances to the matter optical by using STEM project based learning. From this result. From the research obtained the average score classes in the activities of the design process is as much as 2,49 or dipersentasikan become 62,41 % are in the good category and the average score classes in the process of the performance of activities receive is 3,13 or 78,28 % are in the good category.

Stability of Language and Literacy Profiles of Children With Language Impairment in the Public Schools.

PubMed

Tambyraja, Sherine R; Schmitt, Mary Beth; Farquharson, Kelly; Justice, Laura M

2015-08-01

The present study focused on the identification and stability of language and literacy profiles of primary school children receiving school-based language therapy over the course of one academic year. Participants included 272 early elementary school-age children (144 boys, 128 girls) who had been clinically identified as having a language impairment. A latent profile analysis was used to identify distinct profiles on the basis of a battery of language and literacy assessments in the fall and spring of the academic year. Four profiles were identified in both fall and spring that could be best described as representing high, average, and low overall abilities. Two average groups were identified that differentiated according to phonological awareness abilities. Children's profile membership was variable from fall to spring with nearly 60% of children shifting into a higher profile. The results of t tests comparing children who shifted into higher profiles from those who remained stable in profile membership revealed group differences regarding language severity, socio-economic status, and proportion of therapy sessions received in the classroom. These results provide further evidence regarding the heterogeneity of children with language impairment served in the public schools, indicating that differences may be best conceptualized along a continuum of severity.

School Competence and Fluent Academic Performance: Informing Assessment of Educational Outcomes in Survivors of Pediatric Medulloblastoma.

PubMed

Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L

2015-01-01

Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions.

Peer harassment, school connectedness, and academic achievement.

PubMed

Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

2003-10-01

This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.

Food and Nutrients Intake in the School Lunch Program among School Children in Shanghai, China

PubMed Central

Huang, Zhenru; Gao, Runying; Bawuerjiang, Nadila; Zhang, Yali; Huang, Xiaoxu; Cai, Meiqin

2017-01-01

This study aimed to evaluate the intake of food and nutrients among primary, middle, and high schools students in Shanghai, and provide recommendations for possible amendments in new school lunch standards of Shanghai. Twenty schools were included in the school lunch menu survey. Of those, seven schools enrolled 5389 students and conducted physical measurement of plate waste and a questionnaire survey. The amount of food and nutrients was compared according to the new China National Dietary Guideline for School Children (2016) and Chinese Dietary Reference Intakes (2013). The provision of livestock and poultry meat in menus was almost 5–8 times the recommended amount. The amount of seafood was less than the recommended amount, and mostly came from half-processed food. The average percentage of energy from fat was more than 30% in students of all grades. The greatest amount of food wasted was vegetables with 53%, 42%, and 31%, respectively, among primary, middle and high school students. Intake of Vitamin A, Vitamin B2, calcium, and iron was about 50% of the recommended proportion. Only 24.0% students were satisfied with the taste of school lunches. Higher proportions of livestock and poultry meat and low intake of vegetables have become integral problems in school lunch programs. Additionally, more attention needs to be paid to the serving size in primary schools with five age groups. PMID:28590431

Energy expenditure estimates during school physical education: Potential vs. reality?

PubMed

Kahan, David; McKenzie, Thomas L

2017-02-01

Schools are salient locations for addressing the high prevalence of overweight and obesity. Most US states require some physical education (PE) and the energy expended during PE has potential to positively affect energy balance. We previously used 2012 data to examine state policies for PE to calculate estimated student energy expenditure (EEE) under potential (i.e., recommendations followed) and existing conditions. Since then, data have been updated on both state policies and the conduct of PE. Based on updated data, we used PE frequency, duration, and intensity, student mass, and class size to calculate EEE for the delivery of PE under (a) national professional recommendations, (b) 2016 state policies, and (c) school-reported conditions. Although increased from four years ago, only 22 states currently have policies mandating specific PE minutes. EEE over 10years shows the enormous impact PE could have on energy balance. For the average recommended-size PE class, resultant annual EEE based on professional recommendations for min/week far exceeded those based on average state (n=22) policy for min/week by 44.5% for elementary, 62.7% for middle, and 59.5% for high schools. Since 2012 more states adopted policies for PE minutes than dropped them, however, EEE over 10years showed a net loss of 1200kcal/student. With no overall recent improvements in state PE policy and professional recommendations currently not being met, PE remains an underutilized public health resource for EEE. Strong policies, coupled with enhanced accountability of PE teachers and administrators, are needed to ensure PE exists in schools. Copyright © 2016 Elsevier Inc. All rights reserved.

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

NASA Astrophysics Data System (ADS)

Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

Alcohol, Tobacco, and Other Drug Use Prevention Programs in U.S. Schools: A Descriptive Summary

PubMed Central

Kumar, Revathy; O’Malley, Patrick; Johnston, Lloyd; Laetz, Viginia

2013-01-01

This report identifies the relative prevalence and trends in state, local, and commercially developed substance abuse prevention programs in middle and high schools from 2001 to 2007, using survey data from nationally representative samples of 1,206 schools. Based on school administrators’ reports, schools and school districts offer students, on average 1.62 prevention programs during their school years from elementary through high school. Bivariate and multivariate regression analyses were conducted with school demographic characteristics (public versus private, size, population density, region of the country, school race/ethnic composition and socioeconomic status of the student body) as predictors of total number of weighted programs students received and of the relative use of local, state, and commercial programs. Schools in the West had significantly fewer prevention programs than those in all other regions of the country. Students in predominantly White and in more affluent schools received significantly more prevention programs than students in majority African American, majority Hispanic, or in less affluent schools. The most frequently reported programs that students received were locally developed. Of all the prevention programs, D.A.R.E. was the most widely adopted. Findings from this study suggest that schools often develop their own curriculum to suit their students’ needs, and students are exposed to multiple prevention programs through their school years, making it difficult to examine the effectiveness of any single program in preventing and reducing substance use among students. PMID:23404662

Pornography consumption, sexual experiences, lifestyles, and self-rated health among male adolescents in Sweden.

PubMed

Mattebo, Magdalena; Tydén, Tanja; Häggström-Nordin, Elisabet; Nilsson, Kent W; Larsson, Margareta

2013-09-01

To describe patterns of pornography use among high school boys and to investigate differences between frequent, average, and nonfrequent users of pornography with respect to sexual experiences, lifestyles, and self-rated health. A population-based classroom survey among 16-year-old boys (n = 477), from 53 randomly selected high school classes in 2 towns in mid-Sweden. Almost all boys, 96% (n = 453), had watched pornography. Frequent users of pornography (everyday) (10%, n = 47) differed from average users (63%, n = 292) and nonfrequent users (27%, n = 126). Frequent users versus average users and nonfrequent users had more sexual experiences, such as one night stands (45, 32, 25%, respectively) and sex with friends more than 10 times (13, 10, 2%). A higher proportion of frequent users spent more than 10 straight hours at the computer several times a week (32, 5, 8%) and reported more relationship problems with peers (38, 22, 21%), truancy at least once a week (11, 6, 5%), obesity (13, 3, 3%), use of oral tobacco (36, 29, 20%), and use of alcohol (77, 70, 52%) versus average and nonfrequent users. One third of frequent users watched more pornography than they actually wanted. There were no differences between the groups regarding physical and psychological self-rated health. The boys, defined as frequent users of pornography, were more sexually experienced, spent more time at the computer, and reported an unhealthier lifestyle compared with average and nonfrequent users. No differences regarding self-rated health were detected even though obesity was twice as common among frequent users.

School lunch: a comparison of the fat and cholesterol content with dietary guidelines.

PubMed

Whitaker, R C; Wright, J A; Finch, A J; Deyo, R A; Psaty, B M

1993-12-01

To compare the fat and cholesterol content of the foods offered and selected in an elementary school lunch program with current dietary guidelines. For 105 school days we recorded the food items selected by elementary school students in an entire school district (262,851 meals) who were given a choice between two entrees. The nutrient content of foods was assessed with a computerized nutrient data base supplemented by the food manufacturers' data. Sixteen elementary schools in the Bellevue (Washington) School District. The number of students eating school lunch averaged 2500 per day, of whom 25% were from households with incomes less than 185% of poverty. None. We determined the nutritional content of the average meal selected; the proportion of days when one of the two offered entrees met fat and cholesterol guidelines; and the proportion of children selecting the entrees that met the guidelines. The average lunch selected had 35.9% of calories from total fat and 12.6% from saturated fat, exceeding the guidelines of 30% and 10%, respectively. Lunch contained an average of 57 mg cholesterol (106 mg/1000 kcal) and met guidelines. One of the two daily entree choices met guidelines for both total fat and saturated fat on 20% of days, and met both fat and cholesterol guidelines on 14% of days. When available, entrees meeting the fat guidelines were chosen by 37% of students, and entrees meeting both fat and cholesterol guidelines were chosen by 34% of students. In this school district the average lunch selected did not meet the current guidelines for dietary fat; when given the choice, more than one third of students selected the entrees that met these guidelines.

New benchmarks for costs and cost-efficiency of school-based feeding programs in food-insecure areas.

PubMed

Gelli, Aulo; Cavallero, Andrea; Minervini, Licia; Mirabile, Mariana; Molinas, Luca; de la Mothe, Marc Regnault

2011-12-01

School feeding is a popular intervention that has been used to support the education, health and nutrition of school children. Although the benefits of school feeding are well documented, the evidence on the costs of such programs is remarkably thin. Address the need for systematic estimates of the cost of different school feeding modalities, and of the determinants of the considerable cost variation among countries. WFP project data, including expenditures and number of schoolchildren covered, were collected for 78 projects in 62 countries through project reports and validated through WFP Country Office records. Yearly project costs per schoolchild were standardized over a set number of feeding days and the amount of energy provided by the average ration. Output metrics, such as tonnage, calories, and micronutrient content, were used to assess the cost-efficiency of the different delivery mechanisms. The standardized yearly average school feeding cost per child, not including school-level costs, was US$48. The yearly costs per child were lowest at US$23 for biscuit programs reaching school-going children and highest at US$75 for take-home rations programs reaching families of schoolgoing children. The average cost of programs combining on-site meals with extra take-home rations for children from vulnerable households was US$61. Commodity costs were on average 58% of total costs and were highest for biscuit and take-home rations programs (71% and 68%, respectively). Fortified biscuits provided the most cost-efficient option in terms of micronutrient delivery, whereas take-home rations were more cost-efficient in terms of food quantities delivered. Both costs and effects should be considered carefully when designing school feeding interventions. The average costs of school feeding estimated here are higher than those found in earlier studies but fall within the range of costs previously reported. Because this analysis does not include school-level costs, these findings highlight the higher nontransfer costs for programs delivering cooked meals in schools than for other school feeding modalities. The benchmarks presented here reflect the centralized WFP implementation model, which is not always relevant in terms of government school feeding programs, particularly those procuring within national boundaries using "home-grown" approaches.

Sources of support and psychological distress among academically successful inner-city youth.

PubMed

Kenny, Maureen E; Gallagher, Laura A; Alvarez-Salvat, Rose; Silsby, John

2002-01-01

Study 1 examined the relationships between parental attachment, academic achievement, and psychological distress among a multiethnic sample of academically successful inner-city high school students (19 White, 54 Black, 9 Asian, 18 Hispanic). These students participated in an enrichment program designed to prepare high school students for college success. The results suggest that the affective quality of maternal attachment is positively associated with grade point average, and the affective quality of paternal attachment is negatively associated with depressive symptoms. In Study 2, case examples provide an examination of sources of support, life stress, and patterns of resilience. Implications for prevention and intervention are also discussed.

Predictors of summer sun safety practice intentions among rural high school students.

PubMed

Cho, Hyunyi; Sands, Laura P; Wilson, Kari M

2010-01-01

To investigate the association between theoretically grounded psychosocial motivators and the sun safety practice intentions of rural youth. A survey was given to 219 members of FFA (Future Farmers of America) at high schools in the rural Midwest (average age = 16). Perceived self-efficacy, peer norms, response efficacy, and susceptibility predicted protective clothing and sunscreen use intentions. Among boys, perceived norms among same-sex peers; but among girls, norms among both same- and opposite-sex peers, were significant. Self-efficacy should be an important component of sun safety education for rural youth. Gender-specific peer norms should also be addressed.

The Elephant in the Room

ERIC Educational Resources Information Center

Williams, David A.

2011-01-01

Practically all teenagers find pleasure in music, yet the majority are not involved in traditional school music ensembles. College requirements, the quest for high grade point averages, scheduling conflicts, uncooperative counselors, block schedules, students with too many competing interests, or the need to work may limit participation in music…

The Quality vs. the Quantity of Schooling: What Drives Economic Growth?

ERIC Educational Resources Information Center

Breton, Theodore R.

2011-01-01

This paper challenges Hanushek and Woessmann's (2008) contention that the quality and not the quantity of schooling determines a nation's rate of economic growth. I first show that their statistical analysis is flawed. I then show that when a nation's average test scores and average schooling attainment are included in a national income model,…

78 FR 45178 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-26

... ``national average payments,'' the amount of money the Federal Government provides States for lunches... institutions with pricing programs that elect to serve milk free to eligible children continue to receive the... during the second preceding school year were served free or at a reduced price. The higher payment level...

76 FR 43256 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-20

... ``national average payments,'' the amount of money the Federal Government provides States for lunches... institutions with pricing programs that elect to serve milk free to eligible children continue to receive the... during the second preceding school year were served free or at a reduced price. The higher payment level...

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration.

ERIC Educational Resources Information Center

Coleman, Mary Ruth

1992-01-01

Gifted learning-disabled and average learning-disabled middle school boys (n=42) in grades 6-9 were compared on ways they cope with difficult school situations. Although no group differences were found on the Coping Resources Inventory, significant differences were found in the actual strategies the groups reported using, with gifted students…

An Evaluative Overview of the Gloria Floyd Community School Academic Excellence Program.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL. Office of Educational Accountability.

The Gloria Floyd Academic Excellence Program (AEP) was designed as a school-based enrichment program for average and above-average students in grades one through six. The evaluation of this program involved discussions with the school administrator and program teacher, as well as a questionnaire-survey of AEP students, their parents, and regular…

Using Flexible Busing to Meet Average Class Size Targets

ERIC Educational Resources Information Center

Felt, Andrew J.; Koelemay, Ryan; Richter, Alexander

2008-01-01

This article describes a method of flexible redistricting for K-12 public school districts that allows students from the same geographical region to be bused to different schools, with the goal of meeting average class size (ACS) target ranges. Results of a case study on a geographically large school district comparing this method to a traditional…

Does Musical Training Improve School Performance?

ERIC Educational Resources Information Center

Wetter, Olive Emil; Koerner, Fritz; Schwaninger, Adrian

2009-01-01

In a retrospective study, we compared school performance of 53 children practicing music (group 1) with 67 controls not practicing music (group 2). Overall average marks as well as average marks of all school subjects except sports were significantly higher in children who do (group 1) than in those who do not practice music (group 2). In a…

ConnectED: President Obama's Plan for Connecting All Schools to the Digital Age

ERIC Educational Resources Information Center

The White House, 2013

2013-01-01

Driven by new digital technologies, the future of learning is increasingly interactive, individualized, and full of real-world experiences and information. Unfortunately, the average school has about the same connectivity as the average American home, but serves 200 times as many users, and fewer than 20 percent of educators say their school's…

Understanding the mathematics and science achievement and growth trajectories of high ability high school students using hierarchical linear modeling

NASA Astrophysics Data System (ADS)

Belen-Ferrer, Bellasanta

2009-12-01

This study used longitudinal data and individual, family, and academic-related matriculation variables to examine trends in initial status and growth trajectories in overall academics, mathematics, and science achievement among 224 high ability high school Asian students. Results indicate that females have an advantage in both initial status and growth rates in overall academics and science. None of the family variables entered in the models were found to be significantly related to overall academics grade point average. All available matriculation variables entered into the models explained less than or at most about half the variance in initial achievement status and growth rate in overall academics and science but not in mathematics. These results strongly imply that other factors, notably family and school and/or classroom-related variables, not measured by the ones used in the models could explain the expected variance in initial status and growth rate of the students especially in Mathematics.

The Feasibility of Collecting School Nurse Data.

PubMed

Bergren, Martha Dewey

2016-10-01

School nurses cite barriers to collecting comprehensive data on the care they provide. This study evaluated the feasibility of collecting school nurse data on selected child health and education outcomes. Outcome variables included school health office visits; health provider, parent, and staff communication; early dismissal; and medications administered. On an average day, the school nurses cared for 43.5 students, administered 14 medications, and averaged of 17 daily communications. Day 1 data collection times averaged 15 min or less. By Day 5, 6.6 min was needed to complete the survey. Data collection was feasible for 76% of those who elected to participate. Feasibility is enhanced by limiting the number of data points and the number of days for data collection using a data collection web interface. Data collection across large numbers of nurses and a wide range of school nurse delivery models is necessary to measure the impact of school nurse presence and interventions on child health and education outcomes. © The Author(s) 2016.

Variance in prey abundance influences time budgets of breeding seabirds: Evidence from pigeon guillemots Cepphus columba

USGS Publications Warehouse

Litzow, Michael A.; Piatt, John F.

2003-01-01

We use data on pigeon guillemots Cepphus columba to test the hypothesis that discretionary time in breeding seabirds is correlated with variance in prey abundance. We measured the amount of time that guillemots spent at the colony before delivering fish to chicks ("resting time") in relation to fish abundance as measured by beach seines and bottom trawls. Radio telemetry showed that resting time was inversely correlated with time spent diving for fish during foraging trips (r = -0.95). Pigeon guillemots fed their chicks either Pacific sand lance Ammodytes hexapterus, a schooling midwater fish, which exhibited high interannual variance in abundance (CV = 181%), or a variety of non-schooling demersal fishes, which were less variable in abundance (average CV = 111%). Average resting times were 46% higher at colonies where schooling prey dominated the diet. Individuals at these colonies reduced resting times 32% during years of low food abundance, but did not reduce meal delivery rates. In contrast, individuals feeding on non-schooling fishes did not reduce resting times during low food years, but did reduce meal delivery rates by 27%. Interannual variance in resting times was greater for the schooling group than for the non-schooling group. We conclude from these differences that time allocation in pigeon guillemots is more flexible when variable schooling prey dominate diets. Resting times were also 27% lower for individuals feeding two-chick rather than one-chick broods. The combined effects of diet and brood size on adult time budgets may help to explain higher rates of brood reduction for pigeon guillemot chicks fed non-schooling fishes.

The Effects of School-Based Discrimination on Adolescents of Color Sexual Health Outcomes: A Social Determinants Approach.

PubMed

Respress, Brandon N; Amutah-Onukagha, Ndidiamaka N; Opara, Ijeoma

2018-01-01

Social inequalities are at the heart of disparities in sexual health outcomes among African American and Latino/a adolescents living in the United States. Schools are typically the largest and primary context in youth development. School characteristics such as peer and teacher discrimination and school performance were examined to determine whether such characteristics predict sexual behavior in adolescents of color. This study utilized a representative sample of high school age students to assess sexual risk behavior. Findings indicate that there was a clear disparity in sexually transmitted infection diagnoses. School characteristics such as teacher discrimination and Grade Point Average were significant predictors to sexual risky behaviors among adolescents of color. The study adds to the literature in examining contextual factors that are associated with adolescent sexual risk behavior, and findings provide implications for future prevention work.

Association between attitudes towards Internet usage and health practices in high-school students in 2 schools in Turkey: a cross-sectional study.

PubMed

Kaya, N; Aşti, T; Kaya, I; Yaylaci, S; Kaya, H; Turan, N; Aydin, G Özdemir

2017-02-01

Excessive usage of the Internet can negatively affect health and health practices especially among youth. To examine the issue among Turkish students, this study determined the association between high-school students' attitudes towards Internet usage and their health behaviour. The sample (n = 2043) was randomly drawn from all students at two high schools in Turkey: one in Anatolia and one (a vocational school) in Istanbul. Data were collected using the Structured Questionnaire, Attitude Scale towards Internet Usage (ASTIU) and Adolescent Lifestyle Profile (ALP). The mean age of the students was 16.3 years, 77.7% were male and 96.9% used the Internet; mean duration of Internet use was 18.8 h/week. Female students had more positive attitudes towards Internet usage. Mean scores for ASTIU and ALP were 72.58 (SD 17.64) and 111.34 (SD 16.61) respectively, which were average levels. There was a statistically significant but weak overall negative correlation between adolescents' attitudes towards Internet usage and their health behaviour. Our results concur with studies in different cultures which suggest some negative effects, of heavy Internet use.

Children exposure to atmospheric particles in indoor of Lisbon primary schools

NASA Astrophysics Data System (ADS)

Almeida, Susana Marta; Canha, Nuno; Silva, Ana; Freitas, Maria do Carmo; Pegas, Priscilla; Alves, Célia; Evtyugina, Margarita; Pio, Casimiro Adrião

2011-12-01

Evidence continues to emerge showing that poor Indoor Air Quality (IAQ) can cause illness requiring absence from schools, and can cause acute health symptoms that decrease students' performance. Since children spend on average 7-11 h per weekday at school, the IAQ in classrooms is expected to play a key role in the assessment of the effects of their personal exposure to air pollution. Within this context the present study was conducted in order to fulfill three primary objectives 1) to measure the levels and the element composition of PM 2.5 and PM 2.5-10, in three primary schools placed in Lisbon, in order to assess the children exposure to these pollutants; 2) to study the relationship between indoor and outdoor atmospheric particles concentrations and 3) to investigate the sources of high aerosols concentrations in classrooms. In the studied classrooms, the concentrations of coarse particles significantly exceeded the ambient levels. Element concentrations suggested that the physical activity of students highly contributed to the re-suspension of sedimented particles. The high levels of CO 2 indicated that in these schools the ventilation was inadequate. This fact contributed to the establishment of poor IAQ.

Sleep duration and insulin resistance in healthy black and white adolescents.

PubMed

Matthews, Karen A; Dahl, Ronald E; Owens, Jane F; Lee, Laisze; Hall, Martica

2012-10-01

Poor sleep may play a role in insulin resistance and diabetes risk. Yet few studies of sleep and insulin resistance have focused on the important developmental period of adolescence. To address this gap, we examined the association of sleep and insulin resistance in healthy adolescents. Cross-sectional. Community setting in one high school. 245 (137 African Americans, 116 males) high school students. Participants provided a fasting blood draw and kept a sleep log and wore a wrist actigraph for one week during the school year. Participants' families were from low to middle class based on family Hollingshead scores. Total sleep time across the week averaged 7.4 h by diary and 6.4 h by actigraph; homeostatic model assessment of insulin resistance ([HOMA-IR] unadjusted) averaged 4.13. Linear regression analyses adjusted for age, race, gender, body mass index, and waist circumference showed that the shorter the sleep, the higher the HOMA-IR, primarily due to sleep duration during the week. No evidence was found for long sleep being associated with elevated HOMA-IR. Fragmented sleep was not associated with HOMA-IR but was associated with glucose levels. Reduced sleep duration is associated with HOMA-IR in adolescence. Long sleep duration is not associated. Interventions to extend sleep duration may reduce diabetes risk in youth.

Child wellbeing and income inequality in rich societies: ecological cross sectional study.

PubMed

Pickett, Kate E; Wilkinson, Richard G

2007-11-24

To examine associations between child wellbeing and material living standards (average income), the scale of differentiation in social status (income inequality), and social exclusion (children in relative poverty) in rich developed societies. Ecological, cross sectional studies. Cross national comparisons of 23 rich countries; cross state comparisons within the United States. Children and young people. The Unicef index of child wellbeing and its components for rich countries; eight comparable measures for the US states and District of Columbia (teenage births, juvenile homicides, infant mortality, low birth weight, educational performance, dropping out of high school, overweight, mental health problems). The overall index of child wellbeing was negatively correlated with income inequality (r=-0.64, P=0.001) and percentage of children in relative poverty (r=-0.67, P=0.001) but not with average income (r=0.15, P=0.50). Many more indicators of child wellbeing were associated with income inequality or children in relative poverty, or both, than with average incomes. Among the US states and District of Columbia all indicators were significantly worse in more unequal states. Only teenage birth rates and the proportion of children dropping out of high school were lower in richer states. Improvements in child wellbeing in rich societies may depend more on reductions in inequality than on further economic growth.

Criterion-Focused Approach to Reducing Adverse Impact in College Admissions

ERIC Educational Resources Information Center

Sinha, Ruchi; Oswald, Frederick; Imus, Anna; Schmitt, Neal

2011-01-01

The current study examines how using a multidimensional battery of predictors (high-school grade point average (GPA), SAT/ACT, and biodata), and weighting the predictors based on the different values institutions place on various student performance dimensions (college GPA, organizational citizenship behaviors (OCBs), and behaviorally anchored…

Work Ethic and Academic Performance: Predicting Citizenship and Counterproductive Behavior

ERIC Educational Resources Information Center

Meriac, John P.

2012-01-01

In this study, work ethic was examined as a predictor of academic performance, compared with standardized test scores and high school grade point average (GPA). Academic performance was expanded to include student organizational citizenship behavior (OCB) and student counterproductive behavior, comprised of cheating and disengagement, in addition…

Sound and Unsound Options for Reform

ERIC Educational Resources Information Center

Finn, Chester E., Jr.

2004-01-01

Test results and employer complaints indicate that the average high school graduate hasn't learned enough and that he brings that deficit with him to college. As remedy, Chester Finn argues for uniform educational standards and measurements in a transparent reporting system that gives families the information necessary to scrutinize and accept or…

A Comparison of Various MRA Methods Applied to Longitudinal Evaluation Studies in Vocational Education.

ERIC Educational Resources Information Center

Kapes, Jerome T.; And Others

Three models of multiple regression analysis (MRA): single equation, commonality analysis, and path analysis, were applied to longitudinal data from the Pennsylvania Vocational Development Study. Variables influencing weekly income of vocational education students one year after high school graduation were examined: grade point averages (grades…

Alabama's Education Report Card, 2009-2010

ERIC Educational Resources Information Center

Alabama Department of Education, 2011

2011-01-01

In a more consistent and viable manner than ever before, education in Alabama is moving toward its ultimate goal of providing every student with a quality education, thereby preparing them for work, college, and life after high school. Alabama's graduation rates from 2002 to 2008 increased significantly, tripling the national average increase and…

Badminton Instruction for Students in Grades 7-12.

ERIC Educational Resources Information Center

Nebraska State Dept. of Education, Lincoln.

This booklet describes: 1) athletic facilities and equipment needed for badminton, 2) teaching objectives, 3) performance fundamentals, 4) drills that teach skills needed for playing badminton, and 5) lesson progression for high school students. There are also suggestions for working with students with below average eye-hand coordination. (CJ)

Industrial Arts and Technology.

ERIC Educational Resources Information Center

Baird, David A.

Increased emphasis on academic and mathematical skills in high school courses such as "technology education" appeal only to the above average and motivated students, leaving a large majority of less-able students with a distorted view of future jobs, which do not, in fact, require such an academic approach. At the same time, industrial arts…

The Effect of Migraine Headache on Educational Attainment

ERIC Educational Resources Information Center

Rees, Daniel I.; Sabia, Joseph J.

2011-01-01

Despite the fact that migraine headaches are common and debilitating, little is known about their effect on educational attainment. Using data drawn from the National Longitudinal Study of Adolescent Health, we estimate the relationship between migraine headache and three outcomes: high school grade point average, the probability of graduating…

An Analysis of Teacher Flight: The Texas Case.

ERIC Educational Resources Information Center

MacPhail-Wilcox, Bettye

1982-01-01

Human capital investment theory is used to determine why teachers in Texas are leaving the profession despite growing demand for their services. Data for 1978-79 show that an average White male high school graduate could expect to earn more than a teacher holding a bachelor's, master's, or doctoral degree. (PP)

AN INTRODUCTION TO A CURRICULUM.

ERIC Educational Resources Information Center

Euclid English Demonstration Center, OH.

THIS COLLECTION OF PAPERS SERVES AS AN INTRODUCTION TO THE EUCLID ENGLISH DEMONSTRATION CENTER'S JUNIOR HIGH SCHOOL CURRICULUM. IN ADDITION TO A BRIEF OVERVIEW OF THE PROGRAM AND OUTLINES OF THE AVERAGE AND HONORS CURRICULA, THE FOLLOWING PAPERS ARE INCLUDED--(1) "THE THEME-CONCEPT UNIT IN LITERATURE," (2) "APPROACHES TO MEANING--A…