Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math

ERIC Educational Resources Information Center

Kotok, Stephen

2017-01-01

This study uses multilevel modeling to examine a subset of the highest performing 9th graders and explores the extent that achievement gaps in math widen for high performing African American and Latino students and their high performing White and Asian peers during high school. Using nationally representative data from the High School Longitudinal…

Whole School Improvement and Restructuring as Prevention and Promotion: Lessons from STEP and the Project on High Performance Learning Communities.

ERIC Educational Resources Information Center

Felner, Robert D.; Favazza, Antoinette; Shim, Minsuk; Brand, Stephen; Gu, Kenneth; Noonan, Nancy

2001-01-01

Describes the School Transitional Environment Project and its successor, the Project on High Performance Learning Communities, that have contributed to building a model for school improvement called the High Performance Learning Communities. The model seeks to build the principles of prevention into whole school change. Presents findings from…

Principals' Perceptions of Professional Development in High- and Low-Performing High-Poverty Schools

ERIC Educational Resources Information Center

Moore, Sheila; Kochan, Frances

2013-01-01

This is the second part of a two-part study examining issues related to professional development in high-poverty schools. The findings from the initial study indicated that principals in high-poverty, high-performing schools perceived higher levels of implementation of quality professional development standards in their schools than did principals…

Association between attempted suicide and academic performance indicators among middle and high school students in Mexico: results from a national survey.

PubMed

Orozco, Ricardo; Benjet, Corina; Borges, Guilherme; Moneta Arce, María Fátima; Fregoso Ito, Diana; Fleiz, Clara; Villatoro, Jorge Ameth

2018-01-01

Students' mental health is associated to academic performance. In high income countries, higher students' grades are related to lower odds of suicidal behaviors, but studies on other indicators of academic performance are more limited, specially in middle income countries. Data from 28,519 middle and high school students selected with multistage clustered sampling in the Mexican National Survey of Student's Drug Use. Using a self-administered questionnaire, lifetime suicidal attempt and four indicators of academic performance were assessed: age inconsistency with grade level, not being a student in the last year, perceived academic performance and number of failed courses. Multiple logistic regression models were used to control for sociodemographic and school characteristics. The lifetime prevalence of attempted suicide was 3.0% for middle school students and 4.2% for high school students. Among middle school students, statistically adjusted significant associations of suicide attempt with academic performance indicators were: not being a student the year before, worse self-perceived performance and a higher number of failed courses; among high school students, predictors were failed courses and self-perceived academic performance, with ORs of 1.65 and 1.96 for the categories of good and fair/poor respectively, compared to those who reported very good performance. Self-perceived academic performance was the main indicator for suicide in both school levels. Suicide prevention efforts in Mexico's schools should include asking students about the perception they have about their own academic performance.

An Analysis of High School Students' Performance on Five Integrated Science Process Skills

NASA Astrophysics Data System (ADS)

Beaumont-Walters, Yvonne; Soyibo, Kola

2001-02-01

This study determined Jamaican high school students' level of performance on five integrated science process skills and if there were statistically significant differences in their performance linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB). The 305 subjects comprised 133 males, 172 females, 146 ninth graders, 159 10th graders, 150 traditional and 155 comprehensive high school students, 164 students from the Reform of Secondary Education (ROSE) project and 141 non-ROSE students, 166 urban and 139 rural students and 110 students from a high SEB and 195 from a low SEB. Data were collected with the authors' constructed integrated science process skills test the results indicated that the subjects' mean score was low and unsatisfactory; their performance in decreasing order was: interpreting data, recording data, generalising, formulating hypotheses and identifying variables; there were statistically significant differences in their performance based on their grade level, school type, student type, and SEB in favour of the 10th graders, traditional high school students, ROSE students and students from a high SEB. There was a positive, statistically significant and fairly strong relationship between their performance and school type, but weak relationships among their student type, grade level and SEB and performance.

Tough Questions for Tough Times

ERIC Educational Resources Information Center

Parrett, William; Budge, Kathleen

2009-01-01

Six high-performing/high-poverty schools provide insights into what it takes to make a dramatic turnaround. School leaders had to make tough calls--and many of those decisions were about how to use resources. The budget in a high-performing, high-poverty school is a moral document, reflective of the school's beliefs about the conditions necessary…

Sleep complaints affecting school performance at different educational levels.

PubMed

Pagel, James F; Kwiatkowski, Carol F

2010-01-01

The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

Teacher Performance Trajectories in High- and Lower-Poverty Schools

ERIC Educational Resources Information Center

Xu, Zeyu; Özek, Umut; Hansen, Michael

2015-01-01

This study explores whether teacher performance trajectory over time differs by school-poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high- (=60% free/reduced-price lunch [FRPL])…

Motivation, Compensation, and Performance for Science and Technological Teachers

NASA Astrophysics Data System (ADS)

Abast, R. M.; Sangi, N. M.; Tumanduk, M. S. S. S.; Roring, R.

2018-02-01

This research is operationally aimed to obtain the result of analysis and interpretation about: relationship of achievement motive, compensation with performance at a junior high school in Manado, Indonesia. This research applies a quantitative approach with correlation analysis method. The research was conducted at one junior high school in Manado, Indonesia. The results showed achievement motive at the school teachers is quite high. This result means that, generally, the teachers of the school have a desire to improve achievement; the performance at the school is good enough. This result means that in general, the performance of teachers at the school is increasing, there is a linkage degree and determinative power between the achievement motive with the performance of teachers at the school amounted 0.773% or 77.3%, compensation for the school teachers in Manado is good enough. This result means that the compensation received is satisfactory, there is a linkage degree and determinative power between compensation and performance of the school teachers in Manado amounted to 0.582 or 58.2%.

The Type of Culture at a High Performance Schools and Low Performance School in the State of Kedah

ERIC Educational Resources Information Center

Daud, Yaakob; Raman, Arumugam; Don, Yahya; O. F., Mohd Sofian; Hussin, Fauzi

2015-01-01

This research aims to identify the type of culture at a High Performance School (HPS) and Low Performance School (LPS) in the state of Kedah. The research instrument used to measure the type of organizational culture was adapted from Organizational Culture Assessment Instrument (Cameron & Quinn, 2006) based on Competing Values Framework Quinn…

Student Achievement in High Performing, Suburban Middle Schools and Low Performing, Urban Middle Schools: Plausible Explanations for the Differences

ERIC Educational Resources Information Center

Brown, Kathleen M.; Anfara, Vincent A., Jr.; Roney, Kathleen

2004-01-01

Utilizing a qualitative, multisite case study design and the theoretical framework of Hoy and Hannum (1997), the design and execution of this research investigates plausible explanations for the difference in student achievement between high performing (HPS) suburban middle schools and low performing (LPS) urban middle schools. Aside from the…

Students' Accounts of School-Performance Stress: A Qualitative Analysis of a High-Achieving Setting in Stockholm, Sweden

ERIC Educational Resources Information Center

Låftman, Sara Brolin; Almquist, Ylva B.; Östberg, Viveca

2013-01-01

The aim of the study is to examine students' experiences of school performance as a stressor. Accounts of school-performance stress at both the individual level and in relation to group mechanisms are studied through qualitative interviews with eighth-grade students in a high-performing school in Stockholm, Sweden (n = 49). Using qualitative…

Perceptions of the Leadership Practices of Principals in a High Performing School District

ERIC Educational Resources Information Center

Dinning, Molly

2014-01-01

The dissertation, "Perceptions Of The Leadership Practices Of Principals In A High Performing School District," explores the understandings of leadership practices from the perspective of parents, teachers, and principals in one high performing school district. The study addressed the leadership practices deemed important by the…

Teacher Accountability at High Performing Charter Schools

ERIC Educational Resources Information Center

Aguirre, Moises G.

2016-01-01

This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…

Myopia and international educational performance.

PubMed

Morgan, Ian G; Rose, Kathryn A

2013-05-01

To analyse the relationship between myopia, educational performance and engagement in after-school tutorial classes. Educational performance data and data on engagement in after-school tutorial classes were taken from the results of the Organisation for Economic Cooperation and Development (OECD) Program in Secondary Assessment (PISA) reports for 2009, which tested educational outcomes in representative samples of 15 year-old school children from 65 jurisdictions. High prevalence of myopia (>70%) and low prevalence of myopia (<40%) locations were identified by systematic literature search. Six locations with a high prevalence of myopia were identified from among the participants in PISA 2009 - Shanghai-China, Hong Kong-China, Taiwan, Singapore, Japan and South Korea. All were ranked in the top quartile on educational performance. Other participants in the top educational performance quartile were identified as locations with a low prevalence of myopia, including Australia and Finland. The locations with a high prevalence of myopia combined high educational performance and high engagement in after-school tutorials, whereas the locations with a low prevalence of myopia combined high educational performance with little engagement in tutorials. These results show that it is possible to achieve high educational outcomes without extensive engagement in after-school tutorials, and that the combination of high educational outcomes with extensive use of tutorials is associated with high prevalence rates of myopia. We suggest that extensive use of after-school tutorials may be a marker of educational environments which impose high educational loads. Further quantification of educational loads to include after- school educational activities, such as homework, tutorials and other after-school classes, as well as formal school classes, is desirable. Policy initiatives to decrease these loads may contribute to the prevention of myopia, perhaps, at least in part, by enabling children to spend more time outdoors. Ophthalmic & Physiological Optics © 2013 The College of Optometrists.

Investing in Development: Six High-Performing, High-Poverty Schools Implement the Massachusetts Teacher Evaluation Policy

ERIC Educational Resources Information Center

Reinhorn, Stefanie K.; Johnson, Susan Moore; Simon, Nicole S.

2017-01-01

We studied how six high-performing, high-poverty schools in one large Massachusetts city implemented the state's new teacher evaluation policy. The sample includes traditional, turnaround, restart, and charter schools, each of which had received the state's highest accountability rating. We sought to learn how these successful schools approached…

Gaining Insights from a Case Study of High School Student Performance in Dual-Credit College Chemistry Courses

ERIC Educational Resources Information Center

White, Jacob; Hopkins, Robert; Shockley, Denise

2014-01-01

This report describes student performance in a state-level initiative that provided first-year college coursework in chemistry to high school students. Upon successful completion of the coursework, students received both high school and college credit. In this initiative, high school teachers team taught college-level chemistry courses in…

Longitudinal Study of Students Entering High School in 1979: The Relationship between First Term Performance and School Completion.

ERIC Educational Resources Information Center

Troob, Charles

A longitudinal analysis of students who entered New York City high schools in 1979 supports the perception that most future dropouts can be identified at the beginning of their high school careers. This study examined the records of more than a quarter of the 1979 entering class at New York City high schools. Analyses were performed on attendance,…

School Faculty as a High-Performing Learning Community: Normative Data from 132 Schools.

ERIC Educational Resources Information Center

Meehan, Merrill L.; Wiersma, William; Cowley, Kimberly S.; Craig, James R.; Orletsky, Sandra R.; Childers, Robert D.

A faculty's commitment to continuous learning and improvement is a critical dimension in defining schools as high-performing learning communities. When planning an improvement effort, a school's staff needs a conceptual framework that outlines the dimensions of school improvement. The AEL Continuous School Improvement Questionnaire (CSIQ) is a…

Guide to School Design: Healthy + High Performance Schools

ERIC Educational Resources Information Center

Healthy Schools Network, Inc., 2007

2007-01-01

A "healthy and high performance school" uses a holistic design process to promote the health and comfort of children and school employees, as well as conserve resources. Children may spend over eight hours a day at school with little, if any, legal protection from environmental hazards. Schools are generally not well-maintained; asthma is a…

Shared Features of High-Performing After-School Programs: A Follow-Up to the TASC Evaluation

ERIC Educational Resources Information Center

Birmingham, Jennifer; Pechman, Ellen M.; Russell, Christina A.; Mielke, Monica

2005-01-01

This study examined high-performing after-school projects funded by The After-School Corporation (TASC), to determine what characteristics, if any, these projects shared. Evaluators reanalyzed student performance data collected during the multi-year evaluation of the TASC initiative to identify projects where the after-school program was…

Tall Poppies: Bullying Behaviors Faced by Australian High-Performance School-Age Athletes

ERIC Educational Resources Information Center

O'Neill, Maureen; Calder, Angela; Allen, Bill

2014-01-01

Little is known about Australian high-performance school-age athletes' experiences as victims of the tall poppy syndrome. Tall poppies are successful individuals bullied by those who are less successful in order to "normalize them." Nineteen current or previous national or international high-performance school-age athletes were…

A Theoretical Structure of High School Concert Band Performance

ERIC Educational Resources Information Center

Bergee, Martin J.

2015-01-01

This study used exploratory (EFA) and confirmatory factor analysis (CFA) to verify a theoretical structure for high school concert band performance and to test that structure for viability, generality, and invariance. A total of 101 university students enrolled in two different bands rated two high school band performances (a "first"…

The Case for High-Performance, Healthy Green Schools

ERIC Educational Resources Information Center

Carter, Leesa

2011-01-01

When trying to reach their sustainability goals, schools and school districts often run into obstacles, including financing, training, and implementation tools. Last fall, the U.S. Green Building Council-Georgia (USGBC-Georgia) launched its High Performance, Healthy Schools (HPHS) Program to help Georgia schools overcome those obstacles. By…

Identifying Aspects of Parental Involvement that Affect the Academic Achievement of High School Students

ERIC Educational Resources Information Center

Roulette-McIntyre, Ovella; Bagaka's, Joshua G.; Drake, Daniel D.

2005-01-01

This study identified parental practices that relate positively to high school students' academic performance. Parents of 643 high school students participated in the study. Data analysis, using a multiple linear regression model, shows parent-school connection, student gender, and race are significant predictors of student academic performance.…

High Performance Schools--It's a No-Brainer.

ERIC Educational Resources Information Center

Nicklas, Mike

2002-01-01

A North Carolina middle school demonstrates that high performance, sustainable school buildings cost no more to build and are more comfortable and productive learning environments than conventional buildings. (Author)

Restructuring High-Poverty Elementary Schools for Success: A Description of the Hi-Perform School Design

ERIC Educational Resources Information Center

Pogrow, Stanley

2006-01-01

In this second of a two-part series, the author outlines the basic structure of the kind of school that will help the children of poverty gain ground and so reduce the learning gap. In an attempt to establish far more effective high-poverty schools, the author proposes one approach, which is the Hi-Perform School redesign for high-poverty…

School-wide implementation of the elements of effective classroom instruction: Lessons from a high-performing, high-poverty urban school

NASA Astrophysics Data System (ADS)

Dyson, Hilarie

2008-10-01

The purpose of the study was to identify structures and systems implemented in a high-performing high-poverty urban school to promote high academic achievement among students of color. The researcher used a sociocultural theoretical framework to examine the influence of culture on the structures and systems that increased performance by African American and Hispanic students. Four research questions guided the study: (1) What are the trends and patterns of student performance among students of color? (2) What are the organizational structures and systems that are perceived to contribute to high student performance in high-poverty urban schools with high concentrations of students of color? (3) How are the organizational structures and systems implemented to support school-wide effective classroom instruction that promotes student learning? (4) How is the construct of race reflected in the school's structures and systems? Qualitative data were collected through interviews, observations, and artifact collection. A single case study method was employed and collected data were triangulated to capture and explore the rich details of the study. The study focused on a high-performing high-poverty urban elementary school located in southern California. The school population consisted of 99% students of color and 93% were economically disadvantaged. The school was selected for making significant and consistent growth in Academic Performance Index and Adequate Yearly Progress over a 3-year period. The school-wide structures and systems studied were (a) leadership, (b) school climate and culture, (c) standards-based instruction, (d) data-driven decision making, and (e) professional development. Four common themes emerged from the findings: (a) instructional leadership that focused on teaching and learning; (b) high expectations for all students; (c) school-wide focus on student achievement using standards, data, and culturally responsive teaching; and (d) positive relationships and interactions among students, teachers, parents, and community. Suggestion for future research include a deep examination of how and why culturally relevant pedagogy supports students of color, research on leadership and its impact on creating a positive school climate and culture to produce high student achievement by students of color, and the impact of early education programs on student achievement among poor students and students of color.

PERSPECTIVE VIEW FROM NORTHWEST OF PITTSBURGH HIGH SCHOOL FOR THE ...

Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

PERSPECTIVE VIEW FROM NORTHWEST OF PITTSBURGH HIGH SCHOOL FOR THE CREATIVE AND PERFORMING ARTS, BUILT 2003 BY THE FIRM OF MACLACHLAN CORNELIUS AND FILONI. - Pittsburgh High School for the Creative & Performing Arts, 111 Ninth Street, Pittsburgh, Allegheny County, PA

The Effect of Selected Nonmusical Factors on Adjudicators' Ratings of High School Solo Vocal Performances

ERIC Educational Resources Information Center

Howard, Sandra A.

2012-01-01

The purpose of this study was to examine the effect of differentiated performance attire and stage deportment on adjudicators' ratings of high school solo vocal performances. High school choral students (n = 153) and undergraduate (n = 97) and graduate music majors (n = 32) served as adjudicators (N = 282). Adjudicators rated recorded solo vocal…

The Influence of Performance Accountability Culture on the Work of High School Principals

ERIC Educational Resources Information Center

Cohen, Michael Ian

2011-01-01

This study examined the way performance accountability culture influenced the work of public high school principals. A qualitative multiple case study design was used to discover the way principals responded to, and coped with, performance accountability culture at the local level. Interviews of nine high school principals in the state of New…

Inside Urban Charter Schools: Promising Practices and Strategies in Five High-Performing Schools

ERIC Educational Resources Information Center

Merseth, Katherine K.

2009-01-01

"Inside Urban Charter Schools" offers an unprecedentedly intimate glimpse into the world of charter schools by profiling five high-performing urban charter schools serving predominantly low-income, minority youth in Massachusetts. Interviews, focus groups, and classroom observations conducted over the course of two years flesh out rich…

National Best Practices Manual for Building High Performance Schools

ERIC Educational Resources Information Center

US Department of Energy, 2007

2007-01-01

The U.S. Department of Energy's Rebuild America EnergySmart Schools program provides school boards, administrators, and design staff with guidance to help make informed decisions about energy and environmental issues important to school systems and communities. "The National Best Practices Manual for Building High Performance Schools" is a part of…

Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison

ERIC Educational Resources Information Center

Xu, Xiaoqiu; Padilla, Amado M.; Silva, Duarte M.

2015-01-01

This study compared the Mandarin performance of elementary immersion program students and high school world language program students in the same school district. A cross-sectional design was employed to gather information on Mandarin proficiency of fourth and fifth graders and Level 4 and Level 5 (AP Chinese) high school students who took the…

The Analysis of Social Teachers' Performance in the Senior High Schools of Ciamis Regency

ERIC Educational Resources Information Center

Mulyadi, Endang; Yuniarsih, Tjutju; Disman; Supardan, Dadang

2016-01-01

This research is intended to analyze the principal's leadership, school cultures, teachers' welfare, achievement motivation and the competence of social teachers at Senior High Schools in Ciamis regency and their effects towards the teachers' performance. Population of this research are Social teachers at Senior High Schools in Ciamis regency,…

Total Quality Management (TQM) Practices and School Climate amongst High, Average and Low Performance Secondary Schools

ERIC Educational Resources Information Center

Ismail, Siti Noor

2014-01-01

Purpose: This study attempted to determine whether the dimensions of TQM practices are predictors of school climate. It aimed to identify the level of TQM practices and school climate in three different categories of schools, namely high, average and low performance schools. The study also sought to examine which dimensions of TQM practices…

[The influencing factors on alienation in high school students].

PubMed

Lee, Eun-Sook

2004-02-01

This study was performed to identify the influencing factors on alienation among high school students. Data was collected by questionnaires from 550 students of academic and vocational high schools in G city. The data was analyzed using descriptive statistics, pearson correlation coefficients, and stepwise multiple regression. The scores of alienation among students in financially lower middle class and lower class were higher than those of the upper middle class students, resulting in significant differences(F=6.87, p=.00). A sense of alienation showed a significantly negative correlation with the scores of responding parenting style(r=-.32), family cohesion(r=-.33), school attachment(r=-.51), academic performance(r=-.34), peer relationships(r=-.38), self-control (r=-.43), and social skills(r=-.33). The most powerful predictor of alienation among high school students was school attachment and the variance explained was 26%. A combination of school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance account for 40% of the variance in alienation among high school students. This study suggests that school attachment, self control, peer relationships, family cohesion, demanding parenting style, and academic performance are significant influencing factors on alienation in high school students. Therefore, nursing strategy is needed to manage these revealed factors.

Energy Design Guidelines for High Performance Schools: Hot and Dry Climates.

ERIC Educational Resources Information Center

Department of Energy, Washington, DC. Office of Energy Efficiency and Renewable Energy.

This guide contains recommendations for designing high performance, energy efficient schools located in hot and dry climates. A high performance checklist for designers is included along with several case studies of projects that successfully demonstrated high performance design solutions for hot and dry climates. The guide's 10 sections…

Maintaining High-Performance Schools after Construction or Renovation

ERIC Educational Resources Information Center

Luepke, Gary; Ronsivalli, Louis J., Jr.

2009-01-01

With taxpayers' considerable investment in schools, it is critical for school districts to preserve their community's assets with new construction or renovation and effective facility maintenance programs. "High-performance" school buildings are designed to link the physical environment to positive student achievement while providing such benefits…

The Influence of the Antecedent Variable on the Teachers' Performance through Achievement Motivation in Senior High School

ERIC Educational Resources Information Center

Dewi, Erni R.; Bundu, Patta; Tahmir, Suradi

2016-01-01

This study aims at analysing whether the antecedent variable directly affects the performance of the high school teachers or not. In addition, this research strives to find out whether the antecedent variable indirectly affects the teachers' performance through the achievement motivation of the high school teachers. It was a quantitative research…

Factors that contribute to Hispanic English Language Learners' high academic performance in high school science in the Rio Grande Valley of Texas: A multicase study

NASA Astrophysics Data System (ADS)

Elizondo, Antonio

The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and beneficial for all students.

High School Teaching and College Performance: Looking for Connections

NASA Astrophysics Data System (ADS)

Tai, Robert H.

2006-12-01

How much impact does high school have on college? Are decisions about classroom activities and student work in high school physics associated with student performance in college physics? In our paper, we look at several aspects of high school physics including laboratory experiences, homework activities, and classroom activities and their association with college physics grades. Our results revisit in greater depth and earlier analysis carried out a decade earlier.

Are NCLB's Measures, Incentives, and Improvement Strategies the Right Ones for the Nation's Low-Performing High Schools?

ERIC Educational Resources Information Center

Balfanz, Robert; Legters, Nettie; West, Thomas C.; Weber, Lisa M.

2007-01-01

This article examines the extent to which adequate yearly progress (AYP) is a valid and reliable indicator of improvement in low-performing high schools. For a random subsample of 202 high schools, the authors investigate the school characteristics and the federal and state policy contexts that influence their AYP status. Logistic regression…

School Expenditures and Academic Achievement Differences between High-ELL-Performing and Low-ELL-Performing High Schools

ERIC Educational Resources Information Center

Jiménez-Castellanos, Oscar Hugo; García, David

2017-01-01

English Language Learners (ELLs) are one of the fastest-growing K-12 populations across the nation. Educating secondary ELLs poses a unique challenge to U.S. schools. For instance, ELLs tend to experience high rates of poverty and attend segregated, underfunded, and unsafe schools. With the "League of United Latin American Citizens vs.…

Replicating High-Performing Public Schools: Lessons from the Field

ERIC Educational Resources Information Center

Wicoff, Kimberly; Howard, Don; Huggett, Jon

2006-01-01

The fact that far too many students leave high school unprepared to become contributing members of society is hardly news. What is news is the growing number of schools that are proving public education can work for every student. Unlike a decade ago, when it was hard to find more than a handful of high-performing public schools, today many such…

Case Study: Swansea High School, Swansea, S.C.

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

In the late 1980s, in response to a number of problems including consistently low academic performance by students and graduates lacking the skills needed by employers, Swansea High School in Swansea, South Carolina, launched a major reform effort designed to transform Swansea into a high-performance high school. During the multi-year reform…

Lunch Period Drama: An Invisible Theatre Performance with High School Students.

ERIC Educational Resources Information Center

Banaszewski, Charles

2001-01-01

Describes how two high school theatre students and the author negotiated preparation, rehearsal, performance, and reflection as they developed and performed Invisible Theatre scripts addressing their school's lunchroom (mis)behavior of excessive litter. Notes that Invisible Theatre is a public theatre which involves the public as participants in…

Creating a High-Performance School System.

ERIC Educational Resources Information Center

Thompson, Scott

2003-01-01

Describes several critical factors of a high-performing school system such as the system holds itself accountable for the success of all its schools. Provides school district examples of critical success factors in action. Includes districts in Colorado, Washington, Texas, California, New Jersey. Discusses the role of strategic and authentic…

School Education and the Lack of Parent Information

ERIC Educational Resources Information Center

Bhattacharji, Prashant; Kingdon, Geeta Gandhi

2016-01-01

Many Organisation for Economic Co-operation and Development (OECD) countries publish school rankings annually, based on the aggregated student performance of different schools in the (high-stakes) board examinations. The literature cites two reasons in favour of the public availability of information on school performance: first, the highly valued…

Best Practices Manual, 2002 Edition.

ERIC Educational Resources Information Center

Collaborative for High Performance Schools, CA.

The goal of this manual is to create a new generation of high performance school facilities in California. The focus is on public schools and levels K-12, althoughmany of the design principals apply to private schools and higher education facilities as well. High performance schools are healthy, comfortable, energy efficient, resource efficient,…

High School Profiles: Application of HTML for Recruitment Decision Making

ERIC Educational Resources Information Center

Johnson, Iryna Y.

2008-01-01

Because high school graduates are many colleges' primary target population, information on high school students' performance and sociodemographic characteristics becomes important for the recruitment process. This article introduces an HTML application (referred to here as the High School Profile) that arranges high school information and makes…

High School Foreign Language Study and College Academic Performance.

ERIC Educational Resources Information Center

Wiley, Patricia Davis

1985-01-01

Examines the correlation between high school foreign language study and success in college. Found that those who studied Latin, French, German, or Spanish in high school may be expected to perform better academically in college than students of equal academic ability who do not take a foreign language. (SED)

Examining Teachers' Beliefs about African American Male Students in a Low-Performing High School in an African American School District

ERIC Educational Resources Information Center

Lynn, Marvin; Bacon, Jennifer Nicole; Totten, Tommy L.; Bridges, Thurman L., III; Jennings, Michael E.

2010-01-01

Background/Context: The study examines teachers' and administrators' perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty…

Improving Low-Performing High Schools: Searching for Evidence of Promise

ERIC Educational Resources Information Center

Fleischman, Steve; Heppen, Jessica

2009-01-01

Noting that many of the nation's high schools are beset with major problems, such as low student reading and math achievement, high dropout rates, and an inadequate supply of effective teachers, Steve Fleischman and Jessica Heppen survey a range of strategies that educators have used to improve low-performing high schools. The authors begin by…

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…

Patterns of Teaching Style and Active Teaching: Do They Differ across Subjects in Low and High Performing Primary Schools in Kenya?

ERIC Educational Resources Information Center

Ngware, Moses W.; Mutisya, Maurice; Oketch, Moses

2012-01-01

This paper focuses on the patterns of teaching styles and active teaching across subjects and between low and high performing schools in an attempt to examine what accounts for differences in performance between schools which are within the same locality. It uses data collected in 72 primary schools spread across six districts in Kenya. Video…

Association of overweight and obesity with decline in academic performance among female high-school students, Riyadh, Saudi Arabia.

PubMed

Adaili, M A; Mohamed, A G; Alkhashan, H

2017-02-01

The aim of this study was to evaluate the association between overweight/obesity and future academic performance among high-school students in Saudi Arabia. This was a retrospective cohort study of 257 12th grade female students in Alabna (Ministry of Defence) high schools in Riyadh during 2013/14. Overweight/obesity was based on weight and height at 10th grade. Decline in academic performance was defined as a reduction by > 1 standard deviation in marks between 10th and 12th grades. One hundred and five students were overweight/obese and 30 had declined academic performance. Self-esteem scale was similar in both groups. In a multiple logistic regression model adjusted for sociodemographic characteristics, study-related lifestyle and self-esteem, overweight/obesity was associated with declining academic performance. Other independent associates included paternal and maternal education, and living outside governmentally provided housing. We report a negative independent association between overweight/obesity and subsequent academic performance among female high-school students in Saudi Arabia. The results highlight the need for community and school programmes to target overweight/obesity among high-school students.

High Stakes Testing in Lower-Performing High Schools: Mathematics Teachers' Perceptions of Burnout and Retention

ERIC Educational Resources Information Center

Kirtley, Karmen

2012-01-01

This dissertation grows from a concern that the current public school accountability model, designed ostensibly to increase achievement in lower-performing schools, may be creating unidentified negative consequences for teachers and students within those schools. This hermeneutical phenomenological study features the perceptions of seventeen…

Case Study: Wallace-Rose Hill High School, Teachey, N.C.

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

In 1992, school leaders and teachers at Wallace-Rose High School in Teachey, North Carolina, began a multi-year whole-school improvement initiative that included the following actions: (1) identify low-performing students; (2) develop a team of faculty and administrators to work with low-performing students; (3) reduce class size for…

Association of School-Based Physical Activity Opportunities, Socioeconomic Status, and Third-Grade Reading

ERIC Educational Resources Information Center

Kern, Ben D.; Graber, Kim C.; Shen, Sa; Hillman, Charles H.; McLoughlin, Gabriella

2018-01-01

Background: Socioeconomic status (SES) is the most accurate predictor of academic performance in US schools. Third-grade reading is highly predictive of high school graduation. Chronic physical activity (PA) is shown to improve cognition and academic performance. We hypothesized that school-based PA opportunities (recess and physical education)…

Energy Design Guidelines for High Performance Schools: Temperate and Humid Climates.

ERIC Educational Resources Information Center

Department of Energy, Washington, DC. Office of Energy Efficiency and Renewable Energy.

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or…

Energy Design Guidelines for High Performance Schools: Hot and Humid Climates.

ERIC Educational Resources Information Center

National Renewable Energy Lab. (DOE), Golden, CO.

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or…

Energy Design Guidelines for High Performance Schools: Cool and Humid Climates.

ERIC Educational Resources Information Center

National Renewable Energy Lab. (DOE), Golden, CO.

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or…

Energy Design Guidelines for High Performance Schools: Temperate and Mixed Climates.

ERIC Educational Resources Information Center

National Renewable Energy Lab. (DOE), Golden, CO.

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or…

Energy Design Guidelines for High Performance Schools: Cool and Dry Climates.

ERIC Educational Resources Information Center

National Renewable Energy Lab. (DOE), Golden, CO.

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or…

Energy Design Guidelines for High Performance Schools: Cold and Humid Climates.

ERIC Educational Resources Information Center

Department of Energy, Washington, DC. Office of Energy Efficiency and Renewable Energy.

The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or…

Breaking Barriers: A Case Study of Two High-Performing Schools

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

This study profiles two high schools with high enrollments of low-income and racial/ethnic minority students: Thornton Fractional North High School (TF North) and Dumas High School (DHS). Both schools have substantial enrollments of low-income and racial/ethnic minority students and, despite the odds, are successfully preparing students for their…

The Effect of School Supervisors Competence and School Principals Competence on Work Motivation and Performance of Junior High School Teachers in Maros Regency, Indonesia

ERIC Educational Resources Information Center

Arman; Thalib, Syamsul Bachri; Manda, Darman

2016-01-01

This study aims at analyzing the effect of the competence of school supervisors and school principals on work motivation and performance of Junior High School teachers in Maros Regency. This research was a quantitative research by using survey approach. This approach was used because it is adjusted to the nature and assumptions of the study in…

A Comparison of Mission Statements of National Blue Ribbon Schools and Unacceptable Texas High Schools

ERIC Educational Resources Information Center

Perfetto, John Charles; Holland, Glenda; Davis, Rebecca; Fedynich, La Vonne

2013-01-01

This study was conducted to determine the themes present in the context of high schools, to determine any significant differences in themes for high and low performing high schools, and to determine if significant differences were present for the same sample of high schools based on school size. An analysis of the content of mission statements…

Beating the Odds: How Thirteen NYC Schools Bring Low-Performing 9th-Graders to Timely Graduation and College Enrollment

ERIC Educational Resources Information Center

Ascher, Carol; Maguire, Cindy

2011-01-01

This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that were "beating the odds" in preparing low-performing 9th-grade students for timely high school graduation and college going. The 13 schools included two long-established…

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…

High-Achieving High School Students and Not so High-Achieving College Students: A Look at Lack of Self-Control, Academic Ability, and Performance in College

ERIC Educational Resources Information Center

Honken, Nora B.; Ralston, Patricia A. S.

2013-01-01

This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by…

The Impact of a Freshman Academy on Science Performance of First-Time Ninth-Grade Students at One Georgia High School

ERIC Educational Resources Information Center

Daniel, Vivian Summerour

2011-01-01

The purpose of this within-group experimental study was to find out to what extent ninth-grade students improved their science performance beyond their middle school science performance at one Georgia high school utilizing a freshman academy model. Freshman academies have been recognized as a useful tool for increasing academic performance among…

An Analysis of Factors Affecting Teacher Attrition in High Performing and Low Performing Elementary Rural Schools in South Carolina

ERIC Educational Resources Information Center

Carter-Blocker, Vickie R.

2012-01-01

The purpose of this study was to examine the factors impacting teacher attrition in high-performing and low-performing elementary rural schools in South Carolina. Several factors were identified that interfered with teachers returning to the teaching profession. School districts in rural areas need to be better informed of the factors that affect…

School-to-Work Transition of College Graduates in Korea: The Impact of High School Track on College Performance and Post-College Occupational Outcomes

ERIC Educational Resources Information Center

Kwon, Sung Youn

2014-01-01

This study aimed at examining the impacts of high school track on college performance and subsequent occupational outcomes after college graduation. To this end, the Korean Education and Employment Panel (KEEP) data from 2004 through 2010, including 4,000 samples of 12th graders as of 2004 from vocational and general high schools, were analyzed.…

Initial Movement and Continuity in Vibrato among High School and University String Players

ERIC Educational Resources Information Center

Geringer, John M.; Allen, Michael L.; MacLeod, Rebecca B.

2005-01-01

The purpose of the present study was to investigate aspects of vibrato performance among high school and university string players. The main questions were to determine whether students consistently initiate vibrato in an upward or downward direction and whether players vibrate continuously when performing slurs. Forty high school and university…

Teacher Performance of the State Vocational High School Teachers in Surabaya

ERIC Educational Resources Information Center

Kusumaningtyas, Amiartuti; Setyawati, Endang

2015-01-01

This research talked about Analysis of Teacher Performance Through Competence, Compensation, and Job Satisfaction of the State Vocational High School Teachers in Surabaya. State Vocational High School Teacher is a professional educator with major duties to educate, teach, build, direct, coach, assess and evaluate learners on the vocational high…

Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

NASA Astrophysics Data System (ADS)

Chen, Jean Chi-Jen

Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were positively related to performance. No significant performance differences were found between male and female students. However, there were significant gender differences in physics learning perceptions. Female participants tended to try to understand physics materials and relate the physics problems to real world situations while their male counterparts tended to rely on rote learning and equation application. This study found that participants performed better by trying to understand the physics material and relate physics problems to real world situations. Participants who relied on rote learning did not perform well.

An Analysis of the Performance, Governance, and Authority of the Virginia High School League, Inc.

ERIC Educational Resources Information Center

Jefferies, Scott

2017-01-01

The Virginia High School League is a private, non-profit organization whose member schools include public high schools and one private school in the Commonwealth of Virginia (Virginia High School League Organization, 2015). This organization manages and supervises athletics and other extracurricular activities such as forensics, debate, drama and…

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

Missing the Boat--Impact of Just Missing Identification as a High-Performing School

ERIC Educational Resources Information Center

Weiner, Jennie; Donaldson, Morgaen; Dougherty, Shaun M.

2017-01-01

This study capitalizes on the performance identification system under the No Child Left Behind waivers to estimate the school-level impact of just missing formal state recognition as a high-performing school. Using a fuzzy regression-discontinuity design and data from the early years of waiver implementation in Rhode Island, we find that, when…

Staffing a Low-Performing School: Behavioral Responses to Selective Teacher Transfer Incentives

ERIC Educational Resources Information Center

Protik, Ali; Glazerman, Steven; Bruch, Julie; Teh, Bing-ru

2015-01-01

We examine behavioral responses to an incentive program that offers high-performing teachers in ten school districts across the country $20,000 to transfer into the district's hardest-to-staff schools. We discuss behavioral responses to the program on high-performing teachers' willingness to transfer (supply) and the effect of the transfer offer…

What Matters from Admissions? Identifying Success and Risk Among Canadian Dental Students.

PubMed

Plouffe, Rachel A; Hammond, Robert; Goldberg, Harvey A; Chahine, Saad

2018-05-01

The aims of this study were to determine whether different student profiles would emerge in terms of high and low GPA performance in each year of dental school and to investigate the utility of preadmissions variables in predicting performance and performance stability throughout each year of dental school. Data from 11 graduating cohorts (2004-14) at the Schulich School of Medicine & Dentistry, University of Western Ontario, Canada, were collected and analyzed using bivariate correlations, latent profile analysis, and hierarchical generalized linear models (HGLMs). The data analyzed were for 616 students in total (332 males and 284 females). Four models were developed to predict adequate and poor performance throughout each of four dental school years. An additional model was developed to predict student performance stability across time. Two separate student profiles reflecting high and low GPA performance across each year of dental school were identified, and scores on cognitive preadmissions variables differentially predicted the probability of grouping into high and low performance profiles. Students with higher pre-dental GPAs and DAT chemistry were most likely to remain stable in a high-performance group across each year of dental school. Overall, the findings suggest that selection committees should consider pre-dental GPA and DAT chemistry scores as important tools for predicting dental school performance and stability across time. This research is important in determining how to better predict success and failure in various areas of preclinical dentistry courses and to provide low-performing students with adequate academic assistance.

Examining the Role of the Principal: Case Study of a High-Poverty, High-Performing Rural Elementary School

ERIC Educational Resources Information Center

Coleman, Howard D.

2013-01-01

Since the inception of high-stakes standardized testing, schools have been labeled as either succeeding or failing based on student standardized assessment performance. If students perform adequately, the building principal receives acknowledgement for being an effective instructional leader. Conversely, if students perform poorly, the principal…

High Performance Schools Best Practices Manual. Volume I: Planning [and] Volume II: Design [and] Volume III: Criteria.

ERIC Educational Resources Information Center

Eley, Charles, Ed.

This three-volume manual, focusing on California's K-12 public schools, presents guidelines for establishing schools that are healthy, comfortable, energy efficient, resource efficient, water efficient, secure, adaptable, and easy to operate and maintain. The first volume describes why high performance schools are important, what components are…

Failure Is Not an Option (TM). Six Principles That Guide Student Achievement in High-Performing Schools

ERIC Educational Resources Information Center

Blankstein, Alan M.

2004-01-01

The author builds upon a foundation which identifies courageous school leadership and the professional learning community as the center of effective school reform. The author offers six guiding principles steps for creating and sustaining a high-performing school: (1) Common mission, vision, values, and goals: (2) Systems for prevention and…

Can the american high school become an avenue of advancement for all?

PubMed

Balfanz, Robert

2009-01-01

As the twenty-first century opens, says Robert Balfanz, the United States is developing a deep social consensus that American high schools should ensure that all adolescents graduate from high school prepared for postsecondary schooling and training. Balfanz asks how well high schools are succeeding in this mission and whether they can ultimately fulfill it. Balfanz first surveys the structure and demographics of today's high schools. Forty percent of white students attend high schools that are 90 percent or more white, while roughly one-third of Latino and African American students attend high schools that are 90 percent or more minority. Minority students are also much more likely than white students to attend high schools that confront the challenges of concentrated poverty. In predominantly white, affluent suburban school districts, nearly every student arrives ready for high school work and then graduates. In all-minority inner city schools in high-poverty neighborhoods, most entering students lack a good middle school education and only half to two-thirds graduate. With only a third to a half of high school graduates today prepared to succeed in college, how likely is it that American high schools will succeed in their mission of preparing all students for additional schooling or training? Balfanz argues that reforms over the past twenty-five years offer some hope. The standards and accountability movement has made the American high school a more focused and academic place. College preparatory course-taking has increased substantially, as has standardized testing. Mandatory exit exams have been imposed. And during the past decade, in particular, reformers have made a concerted effort to improve the low-performing high schools that serve low-income and minority students. Investments by the federal government and by foundations have led to the development of several types of reforms that have been proven effective, thus raising hopes that the nation's lowest-performing high schools can better serve their students. Still, the American high school has a considerable way to go to be able to prepare all students for further schooling or training. To advance all its students, it must find a way to bring to scale the methods and mechanisms, conditions, and know-how that have enabled a few low-performing high schools to achieve this transformation.

Methodology for the preliminary design of high performance schools in hot and humid climates

NASA Astrophysics Data System (ADS)

Im, Piljae

A methodology to develop an easy-to-use toolkit for the preliminary design of high performance schools in hot and humid climates was presented. The toolkit proposed in this research will allow decision makers without simulation knowledge easily to evaluate accurately energy efficient measures for K-5 schools, which would contribute to the accelerated dissemination of energy efficient design. For the development of the toolkit, first, a survey was performed to identify high performance measures available today being implemented in new K-5 school buildings. Then an existing case-study school building in a hot and humid climate was selected and analyzed to understand the energy use pattern in a school building and to be used in developing a calibrated simulation. Based on the information from the previous step, an as-built and calibrated simulation was then developed. To accomplish this, five calibration steps were performed to match the simulation results with the measured energy use. The five steps include: (1) Using an actual 2006 weather file with measured solar radiation, (2) Modifying lighting & equipment schedule using ASHRAE's RP-1093 methods, (3) Using actual equipment performance curves (i.e., scroll chiller), (4) Using the Winkelmann's method for the underground floor heat transfer, and (5) Modifying the HVAC and room setpoint temperature based on the measured field data. Next, the calibrated simulation of the case-study K-5 school was compared to an ASHRAE Standard 90.1-1999 code-compliant school. In the next step, the energy savings potentials from the application of several high performance measures to an equivalent ASHRAE Standard 90.1-1999 code-compliant school. The high performance measures applied included the recommendations from the ASHRAE Advanced Energy Design Guides (AEDG) for K-12 and other high performance measures from the literature review as well as a daylighting strategy and solar PV and thermal systems. The results show that the net energy consumption of the final high performance school with the solar thermal and a solar PV system would be 1,162.1 MMBtu, which corresponds to the 14.9 kBtu/sqft-yr of EUI. The calculated final energy and cost savings over the code compliant school are 68.2% and 69.9%, respectively. As a final step of the research, specifications for a simplified easy-to-use toolkit were then developed, and a prototype screenshot of the toolkit was developed. The toolkit is expected to be used by non-technical decision-maker to select and evaluate high performance measures for a new school building in terms of energy and cost savings in a quick and easy way.

Practical Applications of Math and Science in Junior High Schools

DTIC Science & Technology

1984-04-01

APPLICATIONS OF MATH AND SCIENCE IN JUNIOR HIGH SCHOOLS AUTHOR(S) MAJOR LAWRENCE N. HYLAND, USAF FACULTY ADVISOR mAJoR JAMM WILSON, ACSC/EDDP SPONSOR LT COL...JUNIOR HIGH SCHOOLS 6 PERFORMING O1G. REPORT NUMBER "ś, Au THORrs) 8. CON’RACT OR GRANT NUMBER(.,) Lawrence N. Hyland, Major, USAF 9. PERFORMING...materials aimed at the jumior high school level. Material exposes target group to the mathematical and scientific skills required of Air Force

Improving low-performing high schools: searching for evidence of promise.

PubMed

Fleischman, Steve; Heppen, Jessica

2009-01-01

Noting that many of the nation's high schools are beset with major problems, such as low student reading and math achievement, high dropout rates, and an inadequate supply of effective teachers, Steve Fleischman and Jessica Heppen survey a range of strategies that educators have used to improve low-performing high schools. The authors begin by showing how the standards-based school reform movement, together with the No Child Left Behind Act requirement that underperforming schools adopt reforms supported by scientifically based research, spurred policy makers, educators, and researchers to create and implement a variety of approaches to attain improvement. Fleischman and Heppen then review a number of widely adopted reform models that aim to change "business as usual" in low-performing high schools. The models include comprehensive school reform programs, dual enrollment and early college high schools, smaller learning communities, specialty (for example, career) academies, charter high schools, and education management organizations. In practice, say the authors, many of these improvement efforts overlap, defying neat distinctions. Often, reforms are combined to reinforce one another. The authors explain the theories that drive the reforms, review evidence of their reforms' effectiveness to date, and suggest what it will take to make them work well. Although the reforms are promising, the authors say, few as yet have solid evidence of systematic or sustained success. In concluding, Fleischman and Heppen emphasize that the reasons for a high school's poor performance are so complex that no one reform model or approach, no matter how powerful, can turn around low-performing schools. They also stress the need for educators to implement each reform program with fidelity to its requirements and to support it for the time required for success. Looking to the future, the authors suggest steps that decision makers, researchers, and sponsors of research can take to promote evidence-based progress in education.

The Student-to-Student Chemistry Initiative: Training High School Students To Perform Chemistry Demonstration Programs for Elementary School Students

NASA Astrophysics Data System (ADS)

Voegel, Phillip D.; Quashnock, Kathryn A.; Heil, Katrina M.

2004-05-01

The Student-to-Student Chemistry Initiative is an outreach program started in the fall of 2001 at Midwestern State University (MSU). The oncampus program trains high school science students to perform a series of chemistry demonstrations and subsequently provides kits containing necessary supplies and reagents for the high school students to perform demonstration programs at elementary schools. The program focuses on improving student perception of science. The program's impact on high school student perception is evaluated through statistical analysis of paired preparticipation and postparticipation surveys. The surveys focus on four areas of student perception: general attitude toward science, interest in careers in science, science awareness, and interest in attending MSU for postsecondary education. Increased scores were observed in all evaluation areas including a statistically significant increase in science awareness following participation.

Effects of the Copy, Cover, and Compare Procedure on the Math and Spelling Performance of a High School Student with Behavioral Disorder: A Case Report

ERIC Educational Resources Information Center

Cieslar, Whitney; McLaughlin, T. F.; Derby, K. Mark

2008-01-01

The purpose of this study was to evaluate the effects of the copy, cover, and compare (CCC) procedure on improving the mathematics and spelling performance of a freshman attending a high school special education class. The participant was a 16-year-old high school student enrolled in special education classes for 3 periods of the school day. Math…

The New Century High Schools Initiative. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

The "New Century High Schools Initiative" is a program designed to improve large, under-performing high schools by transforming them into small schools with links to community organizations. "New Century High Schools" each have about 400 students; the small size is intended to foster strong relationships between students and…

Comparison of High School Dual-Enrollment and Traditional First-Term General/Organic/Biochemistry College Chemistry Class Outcomes

ERIC Educational Resources Information Center

Zuidema, Daniel R.; Eames, Kevin J.

2014-01-01

Student performance in a high school dual-enrollment chemistry course was compared with student performance in the corresponding traditional college course. The two courses were taught by the same instructor and evaluated using the same American Chemical Society (ACS) standardized examination. Interestingly, the high school dual-enrollment…

Academic Motivation, Self-Concept, Engagement, and Performance in High School: Key Processes from a Longitudinal Perspective

ERIC Educational Resources Information Center

Green, Jasmine; Liem, Gregory Arief D.; Martin, Andrew J.; Colmar, Susan; Marsh, Herbert W.; McInerney, Dennis

2012-01-01

The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation…

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…

Reforming High School Science for Low-Performing Students Using Inquiry Methods and Communities of Practice

NASA Astrophysics Data System (ADS)

Bolden, Marsha Gail

Some schools fall short of the high demand to increase science scores on state exams because low-performing students enter high school unprepared for high school science. Low-performing students are not successful in high school for many reasons. However, using inquiry methods have improved students' understanding of science concepts. The purpose of this qualitative research study was to investigate the teachers' lived experiences with using inquiry methods to motivate low-performing high school science students in an inquiry-based program called Xtreem Science. Fifteen teachers were selected from the Xtreem Science program, a program designed to assist teachers in motivating struggling science students. The research questions involved understanding (a) teachers' experiences in using inquiry methods, (b) challenges teachers face in using inquiry methods, and (c) how teachers describe student's response to inquiry methods. Strategy of data collection and analysis included capturing and understanding the teachers' feelings, perceptions, and attitudes in their lived experience of teaching using inquiry method and their experience in motivating struggling students. Analysis of interview responses revealed teachers had some good experiences with inquiry and expressed that inquiry impacted their teaching style and approach to topics, and students felt that using inquiry methods impacted student learning for the better. Inquiry gave low-performing students opportunities to catch up and learn information that moved them to the next level of science courses. Implications for positive social change include providing teachers and school district leaders with information to help improve performance of the low performing science students.

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.

Governor's Educator Excellence Grant (GEEG) Program: Year Three Evaluation Report. Policy Evaluation Report. [Executive Summary

ERIC Educational Resources Information Center

Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Taylor, Lori L.; Lopez, Omar S.; Peng, Art

2009-01-01

The Governor's Educator Excellence Grant (GEEG) program was federally- and state-funded and provided three-year grants to schools to design and implement performance pay plans from the 2005-06 to 2007-08 school years. GEEG was implemented in 99 high poverty, high performing Texas public schools. Performance pay for teachers entered Texas state…

A Comparative Analysis of Social Media Usage and Academic Performance in Public and Private Senior High Schools

ERIC Educational Resources Information Center

Mingle, Jeffrey; Adams, Musah; Adjei, E. A.

2016-01-01

The study comparatively analyzed social media usage and academic performance in public and private senior high schools. The issue of social media and academic performance has been a very debatable topic with regard to its effect. This study further explores the relation between private and public schools in relation to social media use and…

Texas Educator Excellence Grant (TEEG) Program: Year Three Evaluation Report. Policy Evaluation Report. [Executive Summary

ERIC Educational Resources Information Center

Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Gronberg, Timothy J.; Hamilton, Laura S.; Jansen, Dennis W.; Stecher, Brian M.; Taylor, Lori L.; Lopez, Omar S.; Peng, Art

2009-01-01

The Texas Educator Excellence Grant (TEEG) program was state-funded and provided annual grants to schools to design and implement performance pay plans during the 2006-07 to 2009-10 school year. TEEG was implemented each year (i.e., Cycle) in approximately 1,000 high poverty, high performing Texas public schools. Performance pay for teachers…

Oral diseases associated with condition-specific oral health-related quality of life and school performance of Thai primary school children: A hierarchical approach.

PubMed

Kaewkamnerdpong, Issarapong; Krisdapong, Sudaduang

2018-06-01

To assess the hierarchical associations between children's school performance and condition-specific (CS) oral health-related quality of life (OHRQoL), school absence, oral status, sociodemographic and economic status (SDES) and social capital; and to investigate the associations between CS OHRQoL and related oral status, adjusting for SDES and social capital. Data on 925 sixth grade children in Sakaeo province, Thailand, were collected through oral examinations for dental caries and oral hygiene, social capital questionnaires, OHRQoL interviews using the Child-Oral Impacts on Daily Performances index, parental self-administered questionnaires and school documents. A hierarchical conceptual framework was developed, and independent variables were hierarchically entered into multiple logistic models for CS OHRQoL and linear regression models for school performance. After adjusting for SDES and social capital, children with high DMFT or DT scores were significantly threefold more likely to have CS impacts attributed to dental caries. However, poor oral hygiene was not significantly associated with CS impacts attributed to gingival disease. High DMFT scores were significantly associated with lower school performance, whereas high Simplified Oral Hygiene Index scores were not. The final model showed that CS impacts attributed to dental caries and school absence accounted for the association between DMFT score and school performance. Dental caries was associated with CS impacts on OHRQoL, and exerted its effect on school performance through the CS impacts and school absence. There was no association between oral hygiene and CS impacts on OHRQoL or school performance. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Massachusetts Charter Public Schools: Best Practices Using Data to Improve Student Achievement in Springfield. White Paper No. 142

ERIC Educational Resources Information Center

Candal, Cara Stillings

2016-01-01

Recent studies continue to shine light on high-performing charter schools. While Boston-area charter schools--a concentrated group of high-performers--garner more attention than others, many excellent schools outside of Boston have been quietly chipping away at the achievement gap between advantaged and disadvantaged students. One of these schools…

A Comparison of State Test Performances of Public Schools and a Charter School System in Old and New Testing in Texas

ERIC Educational Resources Information Center

Sahin, Alpaslan; Almus, Kadir; Willson, Victor

2017-01-01

This study examined the high schools' state tests performances in mathematics, reading, and science of an open-enrollment STEM-focused charter school system,Harmony Public Schools(HPS), between 2010 and 2013, and compared them with the performance of matched traditional public schools (TPS) in Texas. After propensity score matching, 12 HPS schools…

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.

Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

NASA Astrophysics Data System (ADS)

Hazari, Zahra

2006-12-01

The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

An empirical investigation of differences between mathematics specialists and non-specialists at the high school level in Cyprus: A Logistic regression Approach

NASA Astrophysics Data System (ADS)

Papanastasiou, Elena C.; Zembylas, Michalinos

2006-12-01

AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in Cyprus - The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar educational systems in other developing countries.

Proceedings from State and District Support to Low-Performing Schools. Selected Presentations from a Working Conference of the High Poverty Schools Initiative (Baltimore, Maryland, May 20-23, 2001).

ERIC Educational Resources Information Center

Council of Chief State School Officers, Washington, DC.

This paper presents proceedings from a 2001 working conference of the State and District Support to Low-Performing Schools initiative, which presented research-based strategies and exemplary practice to improve low-performing schools. The presentations focused on state and district systems of support to low-performing schools; use of data to…

Making Progress Toward Graduation: Evidence from the Talent Development High School Model

ERIC Educational Resources Information Center

Kemple, James J.; Herlihy, Corinne M.; Smith, Thomas J.

2005-01-01

In low-performing public high schools in U.S. cities, high proportions of students drop out, students who stay in school typically do not succeed academically, and efforts to make substantial reforms often meet with little success. The Talent Development High School model is a comprehensive school reform initiative that has been developed to…

Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements

ERIC Educational Resources Information Center

Holme, Jennifer Jellison

2013-01-01

Background: Over the past several decades, a significant number of states have either adopted or increased high school exit examination requirements. Although these policies are intended to generate improvement in schools, little is known about how high schools are responding to exit testing pressures. Purpose: This study examined how five…

Lessons from High-Performing Hispanic Schools: Creating Learning Communities. Critical Issues in Educational Leadership Series.

ERIC Educational Resources Information Center

Reyes, Pedro, Ed.; Scribner, Jay D., Ed.; Scribner, Alicia Paredes, Ed.

The current poor condition of education for Hispanic students need not exist. This book reports on high-performing schools along the Texas-Mexico border that have achieved schoolwide success by creating communities of learners. Three elementary, three middle, and two high schools in the border region were selected for study based on the following…

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…

The Impact of Parental Level of Income on Students' Academic Performance in High School in Japan

ERIC Educational Resources Information Center

Machebe, Chioma Henrietta; Ezegbe, Bernedeth N.; Onuoha, Joseph

2017-01-01

The socioeconomic status of a child parent impacts on the educational development and achievement of the child. This study evaluated the effect of socioeconomic status, specifically parents income and parents-child relationship on student's academic performance in Senior High School in Japan. Three hundred students of Senior High Schools in Osaka…

Effect of a Cooperative Learning Technique on the Academic Performance of High School Students in Mathematics

ERIC Educational Resources Information Center

Idowu, Olumuyiwa Ayodeji

2013-01-01

Over the past 2 years, almost 45% of the students attending a local suburban high school failed Algebra 2. The purpose of this study was to compare the impact of a cooperative instructional technique (student teams-achievement divisions [STAD]) to traditional instructional methods on performance in high school algebra. Motivational and cognitive…

The Shape of Things

ERIC Educational Resources Information Center

Aliotta, Joe; Pde, Gerald

2008-01-01

Many people narrowly focus on energy efficiency when defining a "high-performance" school--a school building that is economical with respect to heating, cooling, and electric lighting. That is certainly true, but in the broadest terms, a high-performance school is designed to minimize reliance on fossil fuels--and provide a comfortable, healthful,…

Managing School Districts for High Performance: Cases in Public Education Leadership

ERIC Educational Resources Information Center

Childress, Stacey, Ed.; Elmore, Richard F., Ed.; Grossman, Allen, Ed.; Johnson, Susan Moore, Ed.

2007-01-01

"Managing School Districts for High Performance" brings together more than twenty case studies and other readings that offer a powerful and transformative approach to advancing and sustaining the work of school improvement. At the center of this work is the concept of organizational coherence: aligning organizational design, human…

Themes Found in High Performing Schools: The CAB Model

ERIC Educational Resources Information Center

Sanders, Brenda

2010-01-01

This study examines the CAB [Cooperativeness, Accountability, and Boundlessness] model of high performing schools by developing case studies of two Portland, Oregon area schools. In pursuing this purpose, this study answers the following three research questions: 1) To what extent is the common correlate cooperativeness demonstrated or absent in…

Establishing and Maintaining High-Performing Leadership Teams: A Primary Perspective

ERIC Educational Resources Information Center

Abbott, Ian; Bush, Tony

2013-01-01

This article reports on the findings from a study into high-performing leadership teams in English primary schools. The schools, in the sample, received "outstanding" Office for Standards in Education (Ofsted) grades overall, and for leadership and management, in their most recent school inspection. The evidence suggests that developing…

Educational Management Organizations as High Reliability Organizations: A Study of Victory's Philadelphia High School Reform Work

ERIC Educational Resources Information Center

Thomas, David E.

2013-01-01

This executive position paper proposes recommendations for designing reform models between public and private sectors dedicated to improving school reform work in low performing urban high schools. It reviews scholarly research about for-profit educational management organizations, high reliability organizations, American high school reform, and…

Productive and ineffective efforts: how student effort in high school mathematics relates to college calculus success

NASA Astrophysics Data System (ADS)

Barnett, M. D.; Sonnert, G.; Sadler, P. M.

2014-10-01

Relativizing the popular belief that student effort is the key to success, this article finds that effort in the most advanced mathematics course in US high schools is not consistently associated with college calculus performance. We distinguish two types of student effort: productive and ineffective efforts. Whereas the former carries the commonly expected benefits, the latter is associated with negative consequences. Time spent reading the course text in US high schools was negatively related to college calculus performance. Daily study time, however, was found to be either a productive or an ineffective effort, depending on the level of high school mathematics course and the student's performance in it.

Public Higher Education Performance Accountability Framework Report: Goal--College Readiness Measure: Levels in English and Mathematics. Commission Report 07-24

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2007

2007-01-01

As part of its work in developing a performance accountability framework for higher education, the Commission conducted an analysis of student performance on standardized tests at the high school and middle school levels. National test results show that California is behind most other states in giving its students a high school education of the…

Student Achievement in College Calculus, Louisiana State University 1967-1968.

ERIC Educational Resources Information Center

Scannicchio, Thomas Henry

An investigation of freshmen achievement in an introductory calculus course was performed on the basis of high school mathematics background to find predictors of college calculus grades. Overall high school academic achievement, overall high school mathematics achievement, number of high school mathematics units, pattern of college preparatory…

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.

USC/School Performance Dashboard 2013. A Report from the Center on Educational Governance/University of Southern California

ERIC Educational Resources Information Center

Center on Educational Governance, 2013

2013-01-01

The USC School Performance Dashboard, now in its seventh year, draws on California school data from 2003-2012 to rate charter schools on academic and financial measures of performance. It also provides an accompanying interactive site at www.uscrossier.org/ceg/. Unlike other school databases, this one assigns values--high, medium, low--to the…

Beating the Odds: How Thirteen NYC Schools Bring Low-Performing Ninth-Graders to Timely Graduation and College Enrollment. Executive Summary

ERIC Educational Resources Information Center

Annenberg Institute for School Reform at Brown University (NJ1), 2011

2011-01-01

This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that, according to 2001 data, were "beating the odds" in preparing low-performing ninth-grade students for timely high school graduation and college going. The thirteen…

School Improvement Grants in Georgia: A Quantitative Analysis of the Relationship between the College and Career Ready Performance Index, Students' Proficiency, and Graduation Rates

ERIC Educational Resources Information Center

Covington, Char-Shenda D.

2016-01-01

There are a myriad of factors that contribute to the lowest performing schools in Georgia that School Improvement Grants (SIGs) are designed to ameliorate. Declining graduation rates, dwindling student achievement, high teacher turnover rates, and students leaving high school at an alarming rate ill-prepared for college and/or the workforce…

How Student and School Characteristics Are Associated with Performance on the Maine High School Assessment. Issues & Answers. REL 2011-No. 102

ERIC Educational Resources Information Center

Hoyle, Craig D.; O'Dwyer, Laura M.; Chang, Quincy

2011-01-01

The Maine Department of Education wanted to use longitudinal data from its data system to better understand whether and how student and school characteristics are associated with student performance on the state-mandated Maine High School Assessment (MHSA). It was particularly interested in understanding the factors associated with changes in test…

How Student and School Characteristics Are Associated with Performance on the Maine High School Assessment. Summary. Issues & Answers. REL 2011-No. 102

ERIC Educational Resources Information Center

Hoyle, Craig D.; O'Dwyer, Laura M.; Chang, Quincy

2011-01-01

The Maine Department of Education wanted to use longitudinal data from its data system to better understand whether and how student and school characteristics are associated with student performance on the state-mandated Maine High School Assessment (MHSA). It was particularly interested in understanding the factors associated with changes in test…

Middle Grade Indicators of Readiness in Chicago Public Schools: Looking Forward to High School and College. Research Report

ERIC Educational Resources Information Center

Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de la Torre, Marisa

2014-01-01

This report is designed to provide a detailed picture of the relationship between students' performance in the middle grades (grades five through eight) and their subsequent performance in high school and college among students in the Chicago Public Schools (CPS). The key findings of this report have been summarized in briefs for middle grade and…

The Nation's Report Card[TM]: America's High School Graduates. Results of the 2009 NAEP High School Transcript Study. NCES 2011-462

ERIC Educational Resources Information Center

Nord, C.; Roey, S.; Perkins, R.; Lyons, M.; Lemanski, N.; Brown, J.; Schuknecht, J.

2011-01-01

This report presents information about the types of courses that high school graduates in the class of 2009 took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school coursetaking records and performance in mathematics and science on the National Assessment of…

Proceedings of the Annual Conference of the Military Testing Association (23rd) held at Arlington, Virginia on 25-30 October 1981. Volume 2

DTIC Science & Technology

1981-10-01

differentiated the high from low performers on * the criterion. Once a total score based on the differentiating items was computed, this score was... high school or worked a certain number of hours while in school, perform better on the FST, receive higher ratings on training school criteria and...closets are not related to performance on the FST, even though they would have a high probability of correlating with job proficiency measures. From

Does Visual Performance Influence Head Impact Severity Among High School Football Athletes?

PubMed

Schmidt, Julianne D; Guskiewicz, Kevin M; Mihalik, Jason P; Blackburn, J Troy; Siegmund, Gunter P; Marshall, Stephen W

2015-11-01

To compare the odds of sustaining moderate and severe head impacts, rather than mild, between high school football players with high and low visual performance. Prospective quasi-experimental. Clinical Research Center/On-field. Thirty-seven high school varsity football players. Athletes completed the Nike SPARQ Sensory Station visual assessment before the season. Head impact biomechanics were captured at all practices and games using the Head Impact Telemetry System. Each player was classified as either a high or low performer using a median split for each of the following visual performance measures: visual clarity, contrast sensitivity, depth perception, near-far quickness, target capture, perception span, eye-hand coordination, go/no go, and reaction time. We computed the odds of sustaining moderate and severe head impacts against the reference odds of sustaining mild head impacts across groups of high and low performers for each of the visual performance measures. Players with better near-far quickness had increased odds of sustaining moderate [odds ratios (ORs), 1.27; 95% confidence intervals (CIs), 1.04-1.56] and severe head impacts (OR, 1.45; 95% CI, 1.05-2.01) as measured by Head Impact Technology severity profile. High and low performers were at equal odds on all other measures. Better visual performance did not reduce the odds of sustaining higher magnitude head impacts. Visual performance may play less of a role than expected for protecting against higher magnitude head impacts among high school football players. Further research is needed to determine whether visual performance influences concussion risk. Based on our results, we do not recommend using visual training programs at the high school level for the purpose of reducing the odds of sustaining higher magnitude head impacts.

Type of High School Predicts Academic Performance at University Better than Individual Differences

PubMed Central

2016-01-01

Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics. PMID:27695073

Type of High School Predicts Academic Performance at University Better than Individual Differences.

PubMed

Banai, Benjamin; Perin, Višnja

2016-01-01

Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics.

High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

NASA Astrophysics Data System (ADS)

Loehr, John Francis

The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

Perceptions of Teacher Expectations by African American High School Students

ERIC Educational Resources Information Center

Pringle, Beverley E.; Lyons, James E.; Booker, Keonya C.

2010-01-01

African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted…

A Study of School Size among Alabama's Public High Schools

ERIC Educational Resources Information Center

Lindahl, Ronald A.; Cain, Patrick M., Sr.

2012-01-01

The purpose of this study was to examine the relationship between the size of Alabama's public high schools, selected school quality and financial indicators, and their students' performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little…

Does Small High School Reform Lift Urban Districts? Evidence from New York City

ERIC Educational Resources Information Center

Stiefel, Leanna; Schwartz, Amy Ellen; Wiswall, Matthew

2015-01-01

Research finds that small high schools deliver better outcomes than large high schools for urban students. An important outstanding question is whether this better performance is gained at the expense of losses elsewhere: Does small school reform lift the whole district? We explore New York City's small high school reform in which hundreds of new…

Academic Vulnerability and Resilience during the Transition to High School: The Role of Social Relationships and District Context

ERIC Educational Resources Information Center

Langenkamp, Amy G.

2010-01-01

The transition to high school is a critical stage in students' academic trajectories and can be especially difficult for middle school students who struggle academically. Starting high school on a low academic track and with low academic performance often leads to dropping out of high school. This study investigates what might protect academically…

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…

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.

The Relationship between the Quality of Teachers and Pupils Academic Performance in the STMA Junior High Schools of the Western Region of Ghana

ERIC Educational Resources Information Center

Bonney, Ebenezer Appah; Amoah, Daniel F.; Micah, Sophia A.; Ahiamenyo, Comfort; Lemaire, Margaret B.

2015-01-01

The study investigated into the relationship between the quality of teachers and students' academic performance in Sekondi Takoradi Metropolitan Assembly (STMA) Junior High Schools. Descriptive survey design was used and the target population was Junior High School teachers and pupils in the metropolis. Five educational circuits in the metropolis…

Creating a Culture for High-Performing Schools: A Comprehensive Approach to School Reform and Dropout Prevention

ERIC Educational Resources Information Center

Bulach, Cletus R.; Lunenburg, Fred C.; Potter, Les

2008-01-01

A high performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other…

Creating a Culture for High-Performing Schools: A Comprehensive Approach to School Reform and Dropout Prevention. Second Edition

ERIC Educational Resources Information Center

Bulach, Cletus R.; Lunenberg, Fred C.; Potter, Les

2011-01-01

A high-performing school is described as one where student achievement is high and student and teacher absenteeism is low. Student behavior is such that teachers seldom have to control them or tell them what to do. This results in greater time on task, higher teacher morale, low teacher absenteeism, and improved parental support. One other…

The Impact of Prior Mathematics Achievement on the Relationship between High School Mathematics Curricula and Postsecondary Mathematics Performance, Course-Taking, and Persistence

ERIC Educational Resources Information Center

Post, Thomas R.; Medhanie, Amanuel; Harwell, Michael; Norman, Ke Wu; Dupuis, Danielle N.; Muchlinski, Thomas; Andersen, Edwin; Monson, Debra

2010-01-01

This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially…

Learning to Perform Benjamin Britten's Rejoice in the Lamb: The Perspectives of Three High School Choral Singers

ERIC Educational Resources Information Center

Silvey, Philip E.

2005-01-01

The purpose of this research was to examine the way three high school students perceived and experienced a choral composition they were learning to perform. This case study, conducted over a period of five months, chronicled the experiences and perceptions of three students from a large midwestern high school mixed choir as they learned to perform…

High School Leaders' Perceptions of Practices That Increase Graduation Rates of African American Males

ERIC Educational Resources Information Center

Jones, Linda D.

2015-01-01

Research indicates there are significant differences in the academic performance of minorities and whites, particularly at the high school level. On average, Latino and African American high school students read and perform math on the same level as 13-year-old white students and trail their white peers by an average of 20 test points on math and…

Teachers' Perceptions of Their Self-Efficacy and Effects of Principal Leadership Practices on Self-Efficacy Beliefs in Low and High-Performing Elementary Schools in South Carolina

ERIC Educational Resources Information Center

Simmons, Monica L.

2013-01-01

Teachers' Perceptions of their Self-Efficacy and Effects of Principal Leadership Practices on Self-Efficacy Beliefs in Low and High-Performing Elementary Schools in South Carolina (Under the direction of Dr. Vivian Brackett) Across the United States, school districts are challenged with attracting and attaining high quality teachers. Efficacious…

The Effect of High School Shootings on Schools and Student Performance

ERIC Educational Resources Information Center

Beland, Louis-Philippe; Kim, Dongwoo

2016-01-01

We analyze how fatal shootings in high schools affect schools and students using data from shooting databases, school report cards, and the Common Core of Data. We examine schools' test scores, enrollment, number of teachers, graduation, attendance, and suspension rates at schools that experienced a shooting, employing a difference-in-differences…

Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story

ERIC Educational Resources Information Center

McKenzie, Kathryn Bell; Skrla, Linda; Scheurich, James Joseph; Rice, Delores; Hawes, Daniel P.

2011-01-01

Large, traditional urban high schools are among the most difficult education environments in the United States. These schools, which serve a high percentage of the Black and Latino students in the United States, often have low academic performance, high dropout rates, high teacher and school leader turnover, and inexperienced teachers. They often…

Stutter-Step Models of Performance in School

ERIC Educational Resources Information Center

Morgan, Stephen L.; Leenman, Theodore S.; Todd, Jennifer J.; Kentucky; Weeden, Kim A.

2013-01-01

To evaluate a stutter-step model of academic performance in high school, this article adopts a unique measure of the beliefs of 12,591 high school sophomores from the Education Longitudinal Study, 2002-2006. Verbatim responses to questions on occupational plans are coded to capture specific job titles, the listing of multiple jobs, and the listing…

Performativity Pressures at Urban High Schools in Sweden and the USA

ERIC Educational Resources Information Center

Lunneblad, Johannes; Dance, L. Janelle

2014-01-01

This article reveals how test-based performativity pressures interfere with the pedagogical approaches preferred by teachers of second-language learners. Our findings derive from ethnographic research conducted in two non-mainstream high schools: one in a US city and other one in a Swedish city. Both schools serve immigrant students who speak…

How to Improve a School that Is Already High Performing: Innovation in the Field of Education

ERIC Educational Resources Information Center

Caridas, Evangeline; Hammer, Mark

2006-01-01

(Purpose) The case study's purpose was to examine Participative Management Style, high performance strategies, intangible and tangible indicators, trust and its creation of superior achievement in a school district for elementary and middle school children (Illinois). (Methodology) A collaboration effort by Superintendent, administrative staff,…

Blocking Student Performance in High School?

ERIC Educational Resources Information Center

Hughes, Woodrow, W., Jr.

2004-01-01

Block schedules have been used in several different high schools in various areas of the United States. Reasons for their use vary from better preparing students for college work to fewer disruptions of the school day. Several studies have examined the impact of changing from a semester system to a block system on the academic performance in…

Correlation between the McREL Leadership Practices and High and Low Performing Schools

ERIC Educational Resources Information Center

Abuyen, Jocelyn Lodronio

2016-01-01

This study explored elementary school principal leadership responsibilities in one school district in San Diego County. The researcher sought to examine which of the 21 leadership responsibilities and second-order change behaviors identified by Mid-continent Research for Education and Learning (McREL) do principals of high-performing schools…

Love, Happiness, and America's Schools: The Role of Educational Leadership in the 21st Century.

ERIC Educational Resources Information Center

Hoyle, John R.; Slater, Robert O.

2001-01-01

Some want schools reformed to produce high-performing future leaders. Others desire schools that teach students how to live, share, and serve others. Competition and high performance need not substitute for happiness, love, and service-values that counter America's culture of hyper-individualism, isolationism, and declining social/political…

Do Accountability and Voucher Threats Improve Low-Performing Schools? NBER Working Paper No. 11597

ERIC Educational Resources Information Center

Figlio, David N.; Rouse, Cecilia

2005-01-01

In this paper we study the effects of the threat of school vouchers and school stigma in Florida on the performance of "low-performing" schools using student-level data from a subset of districts. Estimates of the change in school-level high-stakes test scores from the first year of the reform are consistent with the early results used…

Patterns in Illinois educational school data

NASA Astrophysics Data System (ADS)

Stevens, Cacey S.; Marder, Michael; Nagel, Sidney R.

2015-06-01

We examine Illinois educational data from standardized exams and analyze primary factors affecting the achievement of public school students. We focus on the simplest possible models: representation of data through visualizations and regressions on single variables. Exam scores are shown to depend on school type, location, and poverty concentration. For most schools in Illinois, student test scores decline linearly with poverty concentration. However, Chicago must be treated separately. Selective schools in Chicago, as well as some traditional and charter schools, deviate from this pattern based on poverty. For any poverty level, Chicago schools perform better than those in the rest of Illinois. Selective programs for gifted students show high performance at each grade level, most notably at the high school level, when compared to other Illinois school types. The case of Chicago charter schools is more complex. Up to 2008, Chicago charter and neighborhood schools had similar performance scores. In the last few years, charter students' scores overtook those of students in traditional schools as the number of charter school locations increased.

Case Study of Leadership Practices and School-Community Interrelationships in High-Performing, High-Poverty, Rural California High Schools

ERIC Educational Resources Information Center

Masumoto, Marcia; Brown-Welty, Sharon

2009-01-01

Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and school-community interrelationships, this qualitative study examines the practices of educational leaders in…

Respecting High-Schoolers as Partners, Not Inferiors

ERIC Educational Resources Information Center

Cushman, Kathleen

2006-01-01

In the current climate of school improvement, no one feels more pressure than a high school principal. A principal bears responsibility not just for the organization's daily functioning but for the performance of its students in high school and beyond. However, high school students perceive principals as individuals who held the lion's share of…

Strong Results, High Demand: A Four-Year Study of Boston's Pilot High Schools

ERIC Educational Resources Information Center

Tung, Rosann; Ouimette, Monique

2007-01-01

New research from the Center for Collaborative Education finds that students in Boston's Pilot high schools outperform students from other non-exam Boston Public Schools on every standard measure of engagement and performance. This level of achievement holds for every racial, economic, and academic subgroup examined. Pilot high school students…

A Profile of Effective Leadership in Some South African High-Poverty Schools

ERIC Educational Resources Information Center

Kamper, Gerrit

2008-01-01

The struggle of high-poverty schools for survival is well documented. Some have overcome poverty-related odds and performed exceptionally well, prompting the following research question: What elements constitute a profile of effective leadership in high-poverty schools? Investigations conducted at six successful high-poverty schools revealed the…

Do Schools Affect Girls' and Boys' Reading Performance Differently? A Multilevel Study on the Gendered Effects of School Resources and School Practices

ERIC Educational Resources Information Center

van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben

2018-01-01

Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being…

A Study Comparing the Academic Achievement of African American Male Students Enrolled in Two Types of Nontraditional High Schools

ERIC Educational Resources Information Center

Rutledge, Anthony B.

2010-01-01

This study examined the relationship of the achievement of African American male students enrolled in an early college high school to those enrolled in a performing arts high school. The Georgia High School Graduation Test (GHSGT) scores of the 11th-grade African American male students from an early college high school were compared to the GHSGT…

Performance of Bureau of Indian Affairs Off-Reservation Boarding Schools. Oversight Hearing To Review the Performance of Bureau of Indian Affairs Off-Reservation Boarding Schools. Hearing before the Committee on Indian Affairs. United States Senate, One Hundred Third Congress, Second Session (June 10, 1994).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs.

A Senate committee hearing received testimony about high dropout rates and other problems at seven off-reservation boarding schools operated by the Bureau of Indian Affairs (BIA) or by tribal groups under BIA contract. The schools are Pierre Indian Learning Center (South Dakota), Sequoyah Indian High School (Oklahoma), Wahpeton Indian School…

[Eating Disorders in Female High School Students: Educational and Migration Background, School-Related Stress and Performance-Orientated Classes].

PubMed

Grüttner, M

2018-02-01

Many adolescents and young adults, especially young females, suffer from eating disorders or problematic nutrition behavior. Children and adolescents with migration background as well as from a lower social class are more likely to have eating disorders 1. Although schools are an important context in these age groups, there is a lack of scientific inquiry concerning the relationship between schooling and eating disorders. The present study investigates the relationship between performance-related stress at school and eating disorders while controlling for personnel and familial resources. Interview data on the 7 th grade high school students from the National Educational Panel Study (NEPS)* starting cohort 3 are used. The dependent variable is based on the SCOFF questionnaire. Logistic regressions are calculated using information from students and parents. Performance-related stress at school is operationalized by the negative deviation of realistic from idealistic educational aspirations (EA) and unfulfilled social expectations (SE), performance-oriented class climate is operationalized by students' perception of the performance-orientation of the teacher (PT) and the expectations of classmates (EC). The results point towards an increased risk of suffering from an eating disorder due to performance-related school stress (EA: AME: 0.18; p<0.001; SE: AME: 0.12; p<0.05) and performance-oriented class climate (PT: AME: 0.05; p<0.1; EC: AME: 0.15, p<0.01). They partly explain the relation between both migration background and educational background and eating disorders. In order to prevent eating disorders in female high school students, attention should be paid to performance-orientation experienced at school and in the social background, and improved individual support for disadvantaged students should be made available. © Georg Thieme Verlag KG Stuttgart · New York.

Redesigned High Schools for Transformed STEM Learning: Performance Assessment Pilot Outcome

ERIC Educational Resources Information Center

Ernst, Jeremy Vaughn; Glennie, Elizabeth J.

2015-01-01

This performance assessment pilot study was a major research component of the overall National Science Foundation funded Redesigned High Schools for Transformed STEM Learning Project. Secondary Earth/Environmental Science students' abilities to translate cognitive knowledge into demonstrable performance-based proficiencies were specifically…

Dynamic Open Inquiry Performances of High-School Biology Students

ERIC Educational Resources Information Center

Zion, Michal; Sadeh, Irit

2010-01-01

In examining open inquiry projects among high-school biology students, we found dynamic inquiry performances expressed in two criteria: "changes occurring during inquiry" and "procedural understanding". Characterizing performances in a dynamic open inquiry project can shed light on both the procedural and epistemological…

Student Engagement in High-Performing Schools: Relationships to Mental and Physical Health

ERIC Educational Resources Information Center

Conner, Jerusha O.; Pope, Denise

2014-01-01

This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health. [This article originally appeared as NSSE Yearbook Vol. 113, No. 1.

Critical Factors Explaining the Leadership Performance of High-Performing Principals

ERIC Educational Resources Information Center

Hutton, Disraeli M.

2018-01-01

The study explored critical factors that explain leadership performance of high-performing principals and examined the relationship between these factors based on the ratings of school constituents in the public school system. The principal component analysis with the use of Varimax Rotation revealed that four components explain 51.1% of the…

School-to-School Variation in Disciplined Inquiry

ERIC Educational Resources Information Center

Kelly, Sean; Majerus, Richard

2011-01-01

In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and…

Using a Computer-based Messaging System at a High School To Increase School/Home Communication.

ERIC Educational Resources Information Center

Burden, Mitzi K.

Minimal communication between school and home was found to contribute to low performance by students at McDuffie High School (South Carolina). This report describes the experience of establishing a computer-based telephone messaging system in the high school and involving parents, teachers, and students in its use. Additional strategies employed…

Turnaround High School Principals: Recruit, Prepare and Empower Leaders of Change.

ERIC Educational Resources Information Center

Schmidt-Davis, Jon; Bottoms, Gene

2012-01-01

Recent studies make one reality clear: While multiple factors can cause a low-performing high school to be in a turnaround situation, every high school that makes dramatic academic improvement has strong, effective school leadership. Turning a school around is no work for novices. It takes a skilled, visionary and proactive principal to pull apart…

Measuring What High-Achieving Students Know and Can Do on Entry to School: PIPS 2002-2008

ERIC Educational Resources Information Center

Wildy, Helen; Styles, Irene

2011-01-01

Anecdotal evidence from teachers in Western Australia suggested that increasing numbers of on-entry students have been performing at high levels over recent years on the Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA). This paper reports the results of an investigation into the performance of high-scoring students. Data…

Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.

PubMed

Green, Jasmine; Liem, Gregory Arief D; Martin, Andrew J; Colmar, Susan; Marsh, Herbert W; McInerney, Dennis

2012-10-01

The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Changes in cognitive functions of students in the transitional period from elementary school to junior high school.

PubMed

Mizuno, Kei; Tanaka, Masaaki; Fukuda, Sanae; Sasabe, Tetsuya; Imai-Matsumura, Kyoko; Watanabe, Yasuyoshi

2011-05-01

When students proceed to junior high school from elementary school, rapid changes in the environment occur, which may cause various behavioral and emotional problems. However, the changes in cognitive functions during this transitional period have rarely been studied. In 158 elementary school students from 4th- to 6th-grades and 159 junior high school students from 7th- to 9th-grades, we assessed various cognitive functions, including motor processing, spatial construction ability, semantic fluency, immediate memory, delayed memory, spatial and non-spatial working memory, and selective, alternative, and divided attention. Our findings showed that performance on spatial and non-spatial working memory, alternative attention, divided attention, and semantic fluency tasks improved from elementary to junior high school. In particular, performance on alternative and divided attention tasks improved during the transitional period from elementary to junior high school. Our finding suggests that development of alternative and divided attention is of crucial importance in the transitional period from elementary to junior high school. Copyright © 2010 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Brief

ERIC Educational Resources Information Center

Kemple, James J.

2015-01-01

In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Technical Appendices

ERIC Educational Resources Information Center

Kemple, James J.

2015-01-01

In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

High School Closures in New York City: Impacts on Students' Academic Outcomes, Attendance, and Mobility. Report

ERIC Educational Resources Information Center

Kemple, James J.

2015-01-01

In the first decade of the 21st century, the New York City (NYC) Department of Education implemented a set of large-scale and much debated high school reforms, which included closing large, low-performing schools, opening new small schools, and extending high school choice to students throughout the district. The school closure process was the…

College Performance and Retention: A Meta-Analysis of the Predictive Validities of ACT® Scores, High School Grades, and SES

ERIC Educational Resources Information Center

Westrick, Paul A.; Le, Huy; Robbins, Steven B.; Radunzel, Justine M. R.; Schmidt, Frank L.

2015-01-01

This meta-analysis examines the strength of the relationships of ACT® Composite scores, high school grades, and socioeconomic status (SES) with academic performance and persistence into the 2nd and 3rd years at 4-year colleges and universities. Based upon a sample of 189,612 students at 50 institutions, ACT Composite scores and high school grade…

The Availability and Utilization of School Library Resources in Some Selected Secondary Schools (High School) in Rivers State

ERIC Educational Resources Information Center

Owate, C. N.; Iroha, Okpa

2013-01-01

This study investigates the availability and utilization of school library resources by Secondary School (High School) Students. Eight Selected Secondary Schools in Rivers State, Nigeria were chosen based on their performance in external examinations and geographic locations. In carrying out the research, questionnaires were administered to both…

Perpetual Motion

ERIC Educational Resources Information Center

McKibben, Sarah

2010-01-01

This article presents an interview with Lucy Beckham, the 2010 MetLife/NASSP National High School Principal of the Year, and principal of Wando High School, one of South Carolina's largest and highest-performing schools. Wando High School in Mount Pleasant, South Carolina, has 3,250 in enrollment and has 209 staff members. Beckham shares her story…

Self-Efficacy Beliefs of Principals in Economically Disadvantaged High Schools with High African American Male Graduation Rates

ERIC Educational Resources Information Center

Dillard, Rhonda Cherie Crutchfield

2013-01-01

This qualitative case study examined the self-efficacy beliefs of three high school principals in economically disadvantaged high schools with consistently high graduation rates for African American males. With the demand on school systems to perform in a politically driven, assessment-based paradigm, there is a need to describe and analyze the…

High and Dry

ERIC Educational Resources Information Center

Johnson, Robert L.

2005-01-01

High-performance schools are facilities that improve the learning environment while saving energy, resources and money. Creating a high-performance school requires an integrated design approach. Key systems--including lighting, HVAC, electrical and plumbing--must be considered from the beginning of the design process. According to William H.…

Methodology for the Preliminary Design of High Performance Schools in Hot and Humid Climates

ERIC Educational Resources Information Center

Im, Piljae

2009-01-01

A methodology to develop an easy-to-use toolkit for the preliminary design of high performance schools in hot and humid climates was presented. The toolkit proposed in this research will allow decision makers without simulation knowledge easily to evaluate accurately energy efficient measures for K-5 schools, which would contribute to the…

A Comparative Case Study of Factors Distinguishing between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools

ERIC Educational Resources Information Center

Chambers, Jennifer R.

2012-01-01

This qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area…

A Comparative Case Study of Factors Distinguishing between High and Low-Performance on Reading Achievement in Elementary Rural Appalachian Schools

ERIC Educational Resources Information Center

Chambers, Jennifer; Hausman, Charles

2014-01-01

This qualitative comparative case study identified factors that distinguish between high and low-performance on reading achievement in elementary rural Appalachian schools. This study determined the most effective instructional reading strategies, as well as other influential factors, implemented by school districts in the rural Appalachia area…

Identifying Principal and Teacher Descriptions of the Continuation High School Teacher's "Special Fitness to Perform"

ERIC Educational Resources Information Center

Vargas, Nestor Albert

2013-01-01

The objective of this study was to generate principal and teacher descriptions of what constitutes a teacher's "special fitness to perform" in a public urban continuation high school with a concentration of at-risk students. The sample included 6 continuation principals and 15 continuation teachers from a large urban school district in…

A Study of a High Performing, High Poverty Elementary School on the Texas-Mexico Border

ERIC Educational Resources Information Center

Lopez, Cynthia Iris

2012-01-01

Transforming low performing schools to ensure the academic success of Hispanic children situated in poverty remains an educational challenge. External factors impacting student learning are often targeted as the main reasons for poor academic achievement, thereby advancing the culturally deficit model. This study is about an elementary school that…

Technology Leadership in Malaysia's High Performance School

ERIC Educational Resources Information Center

Yieng, Wong Ai; Daud, Khadijah Binti

2017-01-01

Headmaster as leader of the school also plays a role as a technology leader. This applies to the high performance schools (HPS) headmaster as well. The HPS excel in all aspects of education. In this study, researcher is interested in examining the role of the headmaster as a technology leader through interviews with three headmasters of high…

A Nostrum of School Reform? Turning around Reconstituted Urban Texas High Schools

ERIC Educational Resources Information Center

Hamilton, Madlene P.; Heilig, Julian Vasquez; Pazey, Barbara L.

2014-01-01

A mainstay in NCLB and the Obama administration education plan is turning around low-performing schools. This study utilized surveys and interviews with school leaders from four turnaround urban high schools in Texas to understand student outcomes before and after school restructuring and reconstitution. Although some organizational changes were…

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.

A Comparison of the Academic Performance of College Bound High School Students in Regional vs. Community High Schools in Connecticut

ERIC Educational Resources Information Center

Cullen, Joseph Patrick

2010-01-01

Consolidated Regional High Schools (RHSs) have replaced traditional Community High Schools (CHSs) in many nonmetropolitan communities. Consolidation purports to offer cost savings that, in theory, enable nonmetropolitan districts to provide a wider array of instructional opportunities to their students. Nonetheless, critics argue that the benefits…

Can Scores on an Interim High School Reading Assessment Accurately Predict Low Performance on College Readiness Exams? REL 2016-124

ERIC Educational Resources Information Center

Koon, Sharon; Petscher, Yaacov

2016-01-01

During the 2013/14 school year two Florida school districts sought to develop an early warning system to identify students at risk of low performance on college readiness measures in grade 11 or 12 (such as the SAT or ACT) in order to support them with remedial coursework prior to high school graduation. The study presented in this report provides…

Underachieving Gifted Students and Ways to Improve School Performance of at Risk Student Population Who Have High Potential: Improving Writing Performance in Underachieving Gifted Students

ERIC Educational Resources Information Center

Brown-Anfelouss, Marjorie

2012-01-01

Giftedness has often been equated with being academically talented or being a high achiever in school. However, there is often concern about the gifted students who could be described as unmotivated and underachieving in one or many academic areas. At the Jones Street School, a school for gifted elementary students, the location of this study,…

A Web-Based Peer-Assessment Approach to Improving Junior High School Students' Performance, Self-Efficacy and Motivation in Performing Arts Courses

ERIC Educational Resources Information Center

Hsia, Lu-Ho; Huang, Iwen; Hwang, Gwo-Jen

2016-01-01

In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a…

What is the effect of secondary (high) schooling on subsequent medical school performance? A national, UK-based, cohort study

PubMed Central

Tiffin, Paul A; Paton, Lewis W; Kasim, Adetayo S; Böhnke, Jan R

2018-01-01

Objectives University academic achievement may be inversely related to the performance of the secondary (high) school an entrant attended. Indeed, some medical schools already offer ‘grade discounts’ to applicants from less well-performing schools. However, evidence to guide such policies is lacking. In this study, we analyse a national dataset in order to understand the relationship between the two main predictors of medical school admission in the UK (prior educational attainment (PEA) and performance on the United Kingdom Clinical Aptitude Test (UKCAT)) and subsequent undergraduate knowledge and skills-related outcomes analysed separately. Methods The study was based on national selection data and linked medical school outcomes for knowledge and skills-based tests during the first five years of medical school. UKCAT scores and PEA grades were available for 2107 students enrolled at 18 medical schools. Models were developed to investigate the potential mediating role played by a student’s previous secondary school’s performance. Multilevel models were created to explore the influence of students’ secondary schools on undergraduate achievement in medical school. Results The ability of the UKCAT scores to predict undergraduate academic performance was significantly mediated by PEA in all five years of medical school. Undergraduate achievement was inversely related to secondary school-level performance. This effect waned over time and was less marked for skills, compared with undergraduate knowledge-based outcomes. Thus, the predictive value of secondary school grades was generally dependent on the secondary school in which they were obtained. Conclusions The UKCAT scores added some value, above and beyond secondary school achievement, in predicting undergraduate performance, especially in the later years of study. Importantly, the findings suggest that the academic entry criteria should be relaxed for candidates applying from the least well performing secondary schools. In the UK, this would translate into a decrease of approximately one to two A-level grades. PMID:29792300

High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn

PubMed Central

Morgenthaler, Timothy I.; Hashmi, Sarah; Croft, Janet B.; Dort, Leslie; Heald, Jonathan L.; Mullington, Janet

2016-01-01

Study Objectives: Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. Methods: We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. Results: After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. Conclusions: The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. Citation: Morgenthaler TI, Hashmi S, Croft JB, Dort L, Heald JL, Mullington J. High school start times and the impact on high school students: what we know, and what we hope to learn. J Clin Sleep Med 2016;12(12):1681–1689. PMID:27855730

The Impact of Low, Moderate, and High Military Family Mobility School District Transfer Rates on Graduating Senior High School Dependents' Achievement and School Engagement

ERIC Educational Resources Information Center

Rippe, Jeffrey K.

2012-01-01

The results of this study suggest that there were no significant differences in the academic performance of military dependents' with low (n = 20), moderate (n = 20), and high (n = 20) mobility school district transfer rates compared to non-military control students (n = 20) before completing high school. The findings were not consistent with…

Computational Fluency Performance Profile of High School Students with Mathematics Disabilities

ERIC Educational Resources Information Center

Calhoon, Mary Beth; Emerson, Robert Wall; Flores, Margaret; Houchins, David E.

2007-01-01

The purpose of this descriptive study was to develop a computational fluency performance profile of 224 high school (Grades 9-12) students with mathematics disabilities (MD). Computational fluency performance was examined by grade-level expectancy (Grades 2-6) and skill area (whole numbers: addition, subtraction, multiplication, division;…

Evaluation of Green Dot's Locke Transformation Project: Supplemental Report on Cohort 2 Student Outcomes. CRESST Report 825

ERIC Educational Resources Information Center

Rickles, Jordan; Wang, Jia; Herman, Joan

2013-01-01

With funding from the Bill and Melinda Gates Foundation, CRESST conducted a multi-year evaluation of a major school reform project at Alain Leroy Locke High School, historically one of California's lowest performing secondary schools. Beginning in 2007, Locke High School transitioned into a set of smaller, Green Dot Charter High Schools,…

Evaluation of Green Dot's Locke Transformation Project: Findings for Cohort 1 and 2 Students. CRESST Report 815

ERIC Educational Resources Information Center

Herman, Joan L.; Wang, Jia; Rickles, Jordan; Hsu, Vivian; Monroe, Scott; Leon, Seth; Straubhaar, Rolf

2012-01-01

With funding from the Bill and Melinda Gates Foundation, CRESST conducted a multi-year evaluation of a major school reform project at Alain Leroy Locke High School, historically one of California's lowest performing secondary schools. Beginning in 2007, Locke High School transitioned into a set of smaller, Green Dot Charter High Schools,…

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)

A STUDY OF LONGITUDINAL PATTERNS OF FAILURE AMONG HIGH SCHOOL DROP-OUTS AND POORLY PERFORMING GRADUATES.

ERIC Educational Resources Information Center

STOLLER, DAVID S.

THE RELATIONSHIP BETWEEN PATTERNS OF POOR PERFORMANCE AND SIGNIFICANT DISTINGUISHING FACTORS WHICH MIGHT IDENTIFY DROPOUTS IS EXPLORED. DATA WERE OBTAINED ON 270 STUDENTS (FROM A PARENT POPULATION OF 2,500) WHO WERE POOR PERFORMERS (POOR PERFORMANCE BEING DEFINED AS THREE "D'S" OR "F'S" IN HIGH SCHOOL). THE VAST MAJORITY OF…

Female Leadership at High-Poverty, High-Performing Schools: Four Case Studies

ERIC Educational Resources Information Center

Reynolds, Shirley Ann

2009-01-01

This mixed methods study examined the leadership abilities of four African American female principals in an urban setting. The purpose of the mixed methods study was to observe, describe and analyze how the principals have been effective leaders in their respective high-poverty, high-performing elementary schools (K-5). The qualitative methodology…

Secondary School Science Teachers' Knowledge and Implementation of Effective Teaching Strategies in High-Performing Schools in Swaziland

ERIC Educational Resources Information Center

Mamba, Dudu; Putsoa, Bongile

2018-01-01

This paper investigates the teaching strategies used by secondary school science teachers in Swazi schools that perform well in national examinations. The performance of learners in science in these examinations is generally low, as indicated by the public examination results published by the Examinations Council of Swaziland. However, a few…

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.

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement.

PubMed

Glennie, Elizabeth; Bonneau, Kara; Vandellen, Michelle; Dodge, Kenneth A

2012-01-01

Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time-that is, between one year's achievement and the subsequent year's dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school's performance composite include scores of zero on end-of-grade tests for those who leave school.

Effect of external classroom noise on schoolchildren's reading and mathematics performance: correlation of noise levels and gender.

PubMed

Papanikolaou, M; Skenteris, N; Piperakis, S M

2015-02-01

The present study investigated the effect of low, medium, and high traffic road noise as well as irrelevant background speech noise on primary school children's reading and mathematical performance. A total of 676 participants (324 boys, 47.9% and 352 girls, 52.1%) of the 4th and 5th elementary classes participated in the project. The participants were enrolled in public primary schools from urban areas and had ages ranging from 9 to 10 years and from. Schools were selected on the basis of increasing levels of exposure to road traffic noise and then classified into three categories (Low noise: 55-66 dB, Medium noise: 67-77 dB, and High noise: 72-80 dB). We measured reading comprehension and mathematical skills in accordance with the national guidelines for elementary education, using a test designed specifically for the purpose of this study. On the one hand, children in low-level noise schools showed statistically significant differences from children in medium- and high-level noise schools in reading performance (p<0.001). On the other hand, children in low-level noise schools differed significantly from children in high-level noise schools but only in mathematics performance (p=0.001). Girls in general did better in reading score than boys, especially in schools with medium- and high-level noise. Finally the levels of noise and gender were found to be two independent factors.

A Research Brief: "Principals' Hiring of Teachers in Philadelphia"

ERIC Educational Resources Information Center

Ramirez, Heidi A.; Schofield, Lynne Steuerle; Black, Melissa

2008-01-01

The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Excluding its charter schools, SDP serves approximately 165,000 students, largely from high-poverty (76%) and minority (85%)…

A Gender Study of High School Science Teachers in Rural Florida

ERIC Educational Resources Information Center

Butler, Susan M.

2013-01-01

The study compares faculty and school demographics in selected high school science classrooms to expand the research on women with careers in science. The classrooms are either situated in "high need Local Education Agencies" or the classrooms are situated in "low-performing schools," as categorized by the Florida Department of…

The presence of asthma, the use of inhaled steroids, and parental education level affect school performance in children.

PubMed

Tsakiris, A; Iordanidou, M; Paraskakis, E; Tsalkidis, A; Rigas, A; Zimeras, S; Katsardis, C; Chatzimichael, A

2013-01-01

Childhood asthma is a frequent cause of absenteeism that affects school performance. We aimed to investigate the impact of asthma on absenteeism and school performance level of elementary and high school students. Data about sociodemographics, absenteeism, and academic achievement were obtained from 1539 students attending 98 schools in Greece. School performance was assessed for the last two years of school attendance using parents' and teachers' reports and grade point average promotion. The mean of the days of absence of students with asthma was higher compared to the healthy students (6.2 ± 11.7 versus 0.3 ± 3.1, resp., P < 0.001). Students with reduced healthcare use presented less absenteeism than those with increased healthcare use for asthma (4.3 ± 8.6 versus 12.4 ± 17.0 days, resp., P < 0.001). Asthma and healthcare use for asthma accounted for an overall estimated variability in absence days of 13.8% and 9%, respectively. Absenteeism was associated with poor school performance for the last two years of school (P = 0.002) and with lower grade point promotion in elementary school students (P = 0.001) but not in high school students (P = 0.316). Higher level of parental education was associated with better school performance (P < 0.001). Asthma was associated with a decreased possibility for excellent performance (OR = 0.64, P = 0.049, 95%CI = 0.41-1.00) in elementary students. Students with asthma using inhalers were four times more likely to perform excellently in elementary school (OR = 4.3, P = 0.028, 95%CI = 1.17-15.95) than their asthmatic peers with alternative asthma treatments. Conclusions. Asthma and increased healthcare use enhance school absenteeism. Inhaled steroid use and the higher parental education level were the most important predicting factors for good school performance in elementary school asthmatic children.

A comparison of the technique of the football quarterback pass between high school and university athletes.

PubMed

Toffan, Adam; Alexander, Marion J L; Peeler, Jason

2017-07-28

The purpose of the study was to compare the most effective joint movements, segment velocities and body positions to perform the fastest and most accurate pass of high school and university football quarterbacks. Secondary purposes were to develop a quarterback throwing test to assess skill level, to determine which kinematic variables were different between high school and university athletes as well as to determine which variables were significant predictors of quarterback throwing test performance. Ten high school and ten university athletes were filmed for the study, performing nine passes at a target and two passes for maximum distance. Thirty variables were measured using Dartfish Team Pro 4.5.2 video analysis system, and Microsoft Excel was used for statistical analysis. University athletes scored slightly higher than the high school athletes on the throwing test, however this result was not statistically significant. Correlation analysis and forward stepwise multiple regression analysis was performed on both the high school players and the university players in order to determine which variables were significant predictors of throwing test score. Ball velocity was determined to have the strongest predictive effect on throwing test score (r = 0.900) for the high school athletes, however, position of the back foot at release was also determined to be important (r = 0.661) for the university group. Several significant differences in throwing technique between groups were noted during the pass, however, body position at release showed the greatest differences between the two groups. High school players could benefit from more complete weight transfer and decreased throw time to increase throwing test score. University athletes could benefit from increased throw time and greater range of motion in external shoulder rotation and trunk rotation to increase their throwing test score. Coaches and practitioners will be able to use the findings of this research to help improve these and related throwing variables in their high school and university quarterbacks.

High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn.

PubMed

Morgenthaler, Timothy I; Hashmi, Sarah; Croft, Janet B; Dort, Leslie; Heald, Jonathan L; Mullington, Janet

2016-12-15

Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. © 2016 American Academy of Sleep Medicine

Year 3 Magnet Schools Assistance Program Annual Progress Report, 2009-10. E&R Report No. 10.09

ERIC Educational Resources Information Center

Brasfield, Jon; Cárdenas, Virginia

2010-01-01

The three Magnet Schools Assistance Program (MSAP) schools: East Garner International Baccalaureate Magnet Middle School (EGMMS), Garner International Baccalaureate Magnet High School (GMHS), and Southeast Raleigh Leadership and Technology Magnet High School (SRMHS) have shown progress on MSAP performance measures during the 3rd year of the grant.…

Daily-Life Vocabulary: A Cinderella Component in Iranian High School Context

ERIC Educational Resources Information Center

Aminifard, Yasser; Askari, Hamdollah; Khajehei, Hassan

2015-01-01

This study reports on investigating the difference between Iranian high school students' performance on Academic Word (AW) and Daily-Life Word (DLW) tests. To this end, a number of 120 male senior high school students were randomly selected from twelve high schools in Gachsaran to serve as the participants of the study. Two multiple-choice tests,…

Oxidation of Ethidium Using TAML Activators: A Model for High School Research Performed in Partnership with University Scientists

ERIC Educational Resources Information Center

Pueyo, Natalie C.; Raub, Andrew G.; Jackson, Sean; Metz, Madalyn M.; Mount, Allegra C.; Naughton, Kyle L.; Eaton, Ashley L.; Thomas, Nicole M.; Hastings, Peter; Greaves, John; Blumberg, Bruce; Collins, Terrence J.; Sogo, Steven G.

2013-01-01

A chemical research program at a public high school has been developed. The full-year Advanced Chemical Research class (ACR) in the high school enrolls 20-30 seniors each year, engaging them in long-term experimental projects. Through partnerships involving university scientists, ACR high school students have had the opportunity to explore a…

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…

Developing Twenty-First Century Competencies through the Arts: A Case Study of A High Performing Secondary School Band in Singapore

ERIC Educational Resources Information Center

Tan, Leonard

2017-01-01

The purpose of this study was to examine the development of "21st Century Competencies" (21CC) through the secondary school band programme. The researcher used ethnographic research methods to document the lived musical experiences of students from a high performing secondary school band in Singapore, captured the voices of the…

Governor's Educator Excellence Grant (GEEG) Program: Year Three Evaluation Report. Policy Evaluation Report

ERIC Educational Resources Information Center

Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Taylor, Lori L.; Lopez, Omar S.; Peng, Art

2009-01-01

The Governor's Educator Excellence Grant (GEEG) program was federally- and state-funded and provided three-year grants to schools to design and implement performance pay plans from the 2005-06 to 2007-08 school years. GEEG was implemented in 99 high poverty, high performing Texas public schools. This report builds on the previous GEEG evaluation…

Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science

ERIC Educational Resources Information Center

George, Anna Ray Bayless

2012-01-01

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade…

Perceptions, Attitudes and Institutional Factors That Influence Academic Performance of Visual Arts Students in Ghana's Senior High School Core Curriculum Subjects

ERIC Educational Resources Information Center

Opoku-Asare, Nana Afia; Tachie-Menson, Akosua; Essel, Harry Barton

2015-01-01

Senior High School (SHS) students in Ghana are required to pass all core and elective curricula subjects in the West Africa Senior School Certificate Examination (WASSCE) to qualify for higher education. Unfortunately, many Visual Arts students perform poorly or fail in English, Mathematics, Integrated Science and Social Studies, which constitute…

A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis 2002

ERIC Educational Resources Information Center

Henderson, Anne T.; Mapp, Karen L.

2002-01-01

The Office of the Superintendent of Public Instruction (OSPI) of the State of Washington recently published a literature review of 20 studies that examined the common characteristics of high-performing schools. These studies include several U.S. Department of Education studies. Their research found that high-performing schools tend to have a…

Physiologic performance test differences in female volleyball athletes by competition level and player position.

PubMed

Schaal, Monique; Ransdell, Lynda B; Simonson, Shawn R; Gao, Yong

2013-07-01

The purpose of this study was to examine physiologic performance test differences by competition level (high school and Division-I collegiate athletes) and player position (hitter, setter, defensive specialist) in 4 volleyball-related tests. A secondary purpose was to establish whether a 150-yd shuttle could be used as a field test to assess anaerobic capacity. Female participants from 4 varsity high school volleyball teams (n = 27) and 2 Division-I collegiate volleyball teams (n = 26) were recruited for the study. Participants completed 4 performance-based field tests (vertical jump, agility T-test, and 150- and 300-yd shuttle runs) after completing a standardized dynamic warm-up. A 2-way multivariate analysis of variance with Bonferroni post hoc adjustments (when appropriate) and effect sizes were used for the analyses. The most important findings of this study were that (a) college volleyball athletes were older, heavier, and taller than high school athletes; (b) high school athletes had performance deficiencies in vertical jump/lower-body power, agility, and anaerobic fitness; (c) lower-body power was the only statistically significant difference in the performance test measures by player position; and (d) the correlation between the 150- and 300-yd shuttle was moderate (r = 0.488). Female high school volleyball players may enhance their ability to play collegiate volleyball by improving their vertical jump, lower-body power, agility, and anaerobic fitness. Furthermore, all player positions should emphasize lower-body power conditioning. These physical test scores provide baseline performance scores that should help strength and conditioning coaches create programs that will address deficits in female volleyball player performance, especially as they transition from high school to college.

The impact of within-school autonomy on students' goal orientations and engagement with mathematics

NASA Astrophysics Data System (ADS)

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-03-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with students' perceptions of the mastery and performance goal orientations of their classrooms and personally using surveys. Schools were identified as having high or low levels of autonomy on the basis of school leaders' responses. For the study discussed in this paper, a subset of 14 schools for which matched student and teacher data were available provided students' responses to a variety of variables including goal orientations. The findings suggested students in high-autonomy schools were less likely to hold a personal performance approach and avoidance goals than their peers in low-autonomy schools. Fifty-five case studies conducted in 52 schools provided evidence of some of the practical aspects of these findings, which have implications for systems, schools and teachers.

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.

Chaotic Homes and School Achievement: A Twin Study

ERIC Educational Resources Information Center

Hanscombe, Ken B.; Haworth, Claire M. A.; Davis, Oliver S. P.; Jaffee, Sara R.; Plomin, Robert

2011-01-01

Background: Chaotic homes predict poor school performance. Given that it is known that genes affect both children's experience of household chaos and their school achievement, to what extent is the relationship between high levels of noise and environmental confusion in the home, and children's school performance, mediated by heritable child…

Letting Teachers Specialize

ERIC Educational Resources Information Center

Butzin, Sarah M.; Carroll, Robin; Lutz, Bridget

2006-01-01

Six years ago, South Heights Elementary School was the lowest-performing school in Kentucky's Henderson County School District. Teachers blamed poverty lack of parent involvement, poor discipline, and high staff turnover for the situation. Few expected to meet the state goals. Yet by 2004, South Heights was the fifth-highest-performing school in…

An Empirical Investigation of Differences between Mathematics Specialists and Non-Specialists at the High School Level in Cyprus: A Logistic Regression Approach

ERIC Educational Resources Information Center

Papanastasiou, Elena C.; Zembylas, Michalinos

2006-01-01

The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics…

One-to-One Mobile Technology in High School Physics Classrooms: Understanding Its Use and Outcome

ERIC Educational Resources Information Center

Zhai, Xiaoming; Zhang, Meilan; Li, Min

2018-01-01

This study examined ways in which high school students used mobile devices in physics classrooms and after school, and the impact of in-class and after-school mobile technology use on their physics learning performance and interest. We collected data from 803 high school freshmen in China after they had used mobile devices for over five months. A…

Development and Examination of an Alternative School Performance Index in South Carolina. REL 2015-097

ERIC Educational Resources Information Center

Koon, Sharon; Petscher, Yaacov; Hughes, John

2015-01-01

The purpose of this study was to examine the extent to which the measures that make up each of the three separate accountability indices of school performance in South Carolina could be used to create an overall, reliable index of school performance. Data from public elementary, middle, and high schools in 2012/13 were used in confirmatory factor…

The Role of Independent Activities in Development of Strategic Learning Competences and Increase of School Performance Level, within the Study of High School Pedagogy

ERIC Educational Resources Information Center

Anca, Monica-Iuliana; Bocos, Musata

2017-01-01

The experimental research performed by us with the purpose of exploring the possibilities of development of strategic learning competences and improvement of school performance of 11th grade students, pedagogical profile, specialisation in primary school-kindergarten teacher, falls in the category of researches aiming to make efficient certain…

Some Factors That Affecting the Performance of Mathematics Teachers in Junior High School in Medan

ERIC Educational Resources Information Center

Manullang, Martua; Rajagukguk, Waminton

2016-01-01

Some Factor's That Affecting The Mathematic Teacher Performance For Junior High School In Medan. This research will examine the effect of direct and indirect of the Organizational Knowledge towards the achievement motivation, decision making, organizational commitment, the performance of mathematics teacher. The research method is a method of…

Leptin status in adolescence is associated with academic performance in high school: a cross-sectional study in a Chilean birth cohort.

PubMed

Correa-Burrows, Paulina; Blanco, Estela; Reyes, Marcela; Castillo, Marcela; Peirano, Patricio; Algarín, Cecilia; Lozoff, Betsy; Gahagan, Sheila; Burrows, Raquel

2016-10-18

Leptin is a pleiotropic hormone associated with learning and memory via brain receptors. However, elevated plasma leptin levels may impair cognitive and memory functions. Since individual differences in memory performance affect students' ability to learn, we aimed to study the relation between leptin status in adolescence and school performance. We studied 568 adolescents aged 16-17 years from Santiago. A cross-sectional analysis was carried out on a birth cohort conducted in Santiago (Chile). We measured serum leptin concentration using an enzyme-linked immunosorbent assay. Cut-offs from the Healthy Lifestyle in Europe by Nutrition in Adolescence (HELENA) Study for 16-year-olds were used to define abnormally high leptin levels (hyperleptinaemia). Academic performance was measured using high-school grades and grade point average (GPA). Data were collected in 2009-2012; data analysis was performed in 2014. 15% of participants had hyperleptinaemia. They had significantly lower school grades and GPA compared with participants with normal leptin levels (eg, GPA mean difference=33.8 points). Leptin levels were negative and significantly correlated with school grades in 9th, 10th and 12th. Similarly, it was negatively correlated with high-school GPA. After controlling for health, sociodemographic and education confounders, the chances of having a performance ≥75th centile in students having hyperleptinaemia were 32% (95% CI 0.19% to 0.89%) that of students having normal serum leptin concentration. In high school students, abnormally high levels of leptin were associated with poorer academic performance. These findings support the idea of a relationship between leptin and cognition. Further research is needed on the cognitive effects of leptin in younger populations. 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/.

Report of Secretary of Defense, Harold Brown, to the Congress on the FY 1982 Budget, FY 1983 Authorization Request and FY 1982-1986 Defense Programs

DTIC Science & Technology

1981-01-19

a " high -low" mix of high performance ...meet the common threat. 86 Considerable progress is being made. Last year, Japanese ships and aircraft performed very capably in a joint naval exercise... high school graduates, however, does not mean that a high school diploma is necessarily a predictor of on-the-job performance in the military.

Reliability of a Computerized Neurocognitive Test in Baseline Concussion Testing of High School Athletes.

PubMed

MacDonald, James; Duerson, Drew

2015-07-01

Baseline assessments using computerized neurocognitive tests are frequently used in the management of sport-related concussions. Such testing is often done on an annual basis in a community setting. Reliability is a fundamental test characteristic that should be established for such tests. Our study examined the test-retest reliability of a computerized neurocognitive test in high school athletes over 1 year. Repeated measures design. Two American high schools. High school athletes (N = 117) participating in American football or soccer during the 2011-2012 and 2012-2013 academic years. All study participants completed 2 baseline computerized neurocognitive tests taken 1 year apart at their respective schools. The test measures performance on 4 cognitive tasks: identification speed (Attention), detection speed (Processing Speed), one card learning accuracy (Learning), and one back speed (Working Memory). Reliability was assessed by measuring the intraclass correlation coefficient (ICC) between the repeated measures of the 4 cognitive tasks. Pearson and Spearman correlation coefficients were calculated as a secondary outcome measure. The measure for identification speed performed best (ICC = 0.672; 95% confidence interval, 0.559-0.760) and the measure for one card learning accuracy performed worst (ICC = 0.401; 95% confidence interval, 0.237-0.542). All tests had marginal or low reliability. In a population of high school athletes, computerized neurocognitive testing performed in a community setting demonstrated low to marginal test-retest reliability on baseline assessments 1 year apart. Further investigation should focus on (1) improving the reliability of individual tasks tested, (2) controlling for external factors that might affect test performance, and (3) identifying the ideal time interval to repeat baseline testing in high school athletes. Computerized neurocognitive tests are used frequently in high school athletes, often within a model of baseline testing of asymptomatic individuals before the start of a sporting season. This study adds to the evidence that suggests in this population such testing may lack sufficient reliability to support clinical decision making.

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

NASA Astrophysics Data System (ADS)

Hazari, Zahra Sana

The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family's belief that science is a series of courses to pass. This study is a unique and noteworthy addition to the literature. The results paint a dynamic picture of the factors from high school physics and within the affective domain that influence students' future physics performance. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be beneficial to females and males in university.

Four Rs for Urban High School Reform: Re-Envisioning, Reculturation, Restructuring, and Remoralization

ERIC Educational Resources Information Center

Hemmings, Annette

2012-01-01

A framework for urban public high school reform is presented for managing site-based change through re-envisioning, reculturation, restructuring, and remoralization. The four Rs for reform framework is elucidated through a qualitative study of a low-performing urban public high school that was transformed into a new more successful school. The…

High School Teachers' Perceptions of ePortfolios and Classroom Practice: A Single-Case Study

ERIC Educational Resources Information Center

Pimentel, Jerelyn M.

2010-01-01

Rhode Island's proficiency-based high school diploma system requires high school graduates to demonstrate proficiency in standard-based content and applied learning skills through at least two performance assessment measures (RIDE, 2003). To meet these requirements, 12 of Rhode Island's 39 school districts are using ePortfolios as one of their…

The Principals' Perspective of Sustainable Partnerships in New York City's New School Initiative

ERIC Educational Resources Information Center

Klein, Robert

2010-01-01

New York City's Mayor Michael Bloomberg and school's Chancellor Joel Klein made the creation of new schools an essential part of their Children First reform policy. In September 2002, 13 high schools opened replacing the lowest performing large high schools throughout the City. As of 2010, more than 400 new district and charter schools are in…

A Mixed-Methods Study of the Transformation Model for Rapid Improvement of Low Achieving Rural Schools

ERIC Educational Resources Information Center

Atkinson Duina, Angela

2013-01-01

New regulations attached to ARRA funding of federal School Improvement Fund grants aimed at producing rapid turnaround of low performing schools were highly criticized as unsuitable for rural schools. This mixed-methods study looked at the implementation of the School Improvement Fund Transformation Model in two rural Maine high schools during the…

The Impact of the Norton High School Early College Program on the Academic Performance of Students at Norton High School

ERIC Educational Resources Information Center

Barba, Eric Matthew

2012-01-01

The purpose of this study was to evaluate the effect of the Norton High School Early College Early College Program on academic measures for students at Norton High School. Measures of achievement include the results of the English Language Arts (ELA), Mathematics, Social Science, and Science portions of the California Standards Test (CST), Student…

Success of students in a college physics course with and without experiencing a high school course

NASA Astrophysics Data System (ADS)

Yager, Robert E.; Krajcik, Joseph S.

High school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre- and posttest measures concerning course content and attitude were given. After the eight-week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high-ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course.

Schools Performing against the Odds: Enablements and Constraints to School Leadership Practice

ERIC Educational Resources Information Center

Naicker, Inbanathan; Grant, Carolyn; Pillay, Sivanandani

2016-01-01

There are many schools in developing countries which, despite the challenges they face, defy the odds and continue to perform at exceptionally high levels. We cast our gaze on one of these resilient schools in South Africa, and sought to learn about the leadership practices prevalent in this school and the enablements and constraints to the school…

Engineering-Based Problem Solving Strategies in AP Calculus: An Investigation into High School Student Performance on Related Rate Free-Response Problems

ERIC Educational Resources Information Center

Thieken, John

2012-01-01

A sample of 127 high school Advanced Placement (AP) Calculus students from two schools was utilized to study the effects of an engineering design-based problem solving strategy on student performance with AP style Related Rate questions and changes in conceptions, beliefs, and influences. The research design followed a treatment-control multiple…

The Effects of Servant Leader and Integrity of Principal Performance in Catholic Senior High Schools in North Sulawesi, Indonesia

ERIC Educational Resources Information Center

Malingkas, Melky; Senduk, Johanis Frans; Simandjuntak, Suddin; Binilang, Benny Blemy

2018-01-01

The aim of this research was to examine the effects of servant leader and integrity on principal performance in Catholic senior high schools in North Sulawesi, Indonesia. This quantitative research used questionnaire-gathered data from 75 teachers at 11 schools. The results of research show that the servant leader approach has significant positive…

Successful schools and risky behaviors among low-income adolescents.

PubMed

Wong, Mitchell D; Coller, Karen M; Dudovitz, Rebecca N; Kennedy, David P; Buddin, Richard; Shapiro, Martin F; Kataoka, Sheryl H; Brown, Arleen F; Tseng, Chi-Hong; Bergman, Peter; Chung, Paul J

2014-08-01

We examined whether exposure to high-performing schools reduces the rates of risky health behaviors among low-income minority adolescents and whether this is due to better academic performance, peer influence, or other factors. By using a natural experimental study design, we used the random admissions lottery into high-performing public charter high schools in low-income Los Angeles neighborhoods to determine whether exposure to successful school environments leads to fewer risky (eg, alcohol, tobacco, drug use, unprotected sex) and very risky health behaviors (e.g., binge drinking, substance use at school, risky sex, gang participation). We surveyed 521 ninth- through twelfth-grade students who were offered admission through a random lottery (intervention group) and 409 students who were not offered admission (control group) about their health behaviors and obtained their state-standardized test scores. The intervention and control groups had similar demographic characteristics and eighth-grade test scores. Being offered admission to a high-performing school (intervention effect) led to improved math (P < .001) and English (P = .04) standard test scores, greater school retention (91% vs. 76%; P < .001), and lower rates of engaging in ≥1 very risky behaviors (odds ratio = 0.73, P < .05) but no difference in risky behaviors, such as any recent use of alcohol, tobacco, or drugs. School retention and test scores explained 58.0% and 16.2% of the intervention effect on engagement in very risky behaviors, respectively. Increasing performance of public schools in low-income communities may be a powerful mechanism to decrease very risky health behaviors among low-income adolescents and to decrease health disparities across the life span. Copyright © 2014 by the American Academy of Pediatrics.

The effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance in vocational high school seventeen Temanggung

NASA Astrophysics Data System (ADS)

Sugi, Slamet, Achmad; Martono, S.

2018-03-01

Teachers' performance in Temanggung in 2016 did not show maximal result. It was shown from many indicators. The low score of UN, UKG and PKB result. Individual performance was different. Achievement motivation could be seen through their attitude and behavior performances. The purpose of this research is to know the effect of authentic leadership, organizational justice, and achievement motivation on teachers' performance. The objects of this research are authentic leadership, organizational justice, achievement motivation and teachers' performance in Vocational High School Seventeen in Temanggung. The research method used is quantitative. Data collection was done by questioners. Then, the data were analyzed by using Path SPSS 16. The result of this research showed that authentic leadership, organizational justice, achievement motivation had significant effect on teachers' performance in Vocational High School Seventeen in Temanggung.

Poverty, Performance, and Frog Ponds: What Best-Practice Research Tells Us about Their Connections

ERIC Educational Resources Information Center

Angelis, Janet I.; Wilcox, Kristen C.

2011-01-01

Having studied schools in the past eight years that have high concentrations of students living in poverty, but who consistently exceed the performance of similarly impoverished schools, the authors conclude that such higher-performing schools share common characteristics setting them apart. The three most essential are: Teachers, administrators,…

Maryland School Performance Program. Outcomes, Standards, & High-Stakes Accountability: Perspectives from Maryland and Kentucky.

ERIC Educational Resources Information Center

Haigh, John A.

This document presents a collection of materials on school performance in Maryland, especially as demonstrated in the Maryland School Performance Assessment Program (MSPAP) and the Independence Mastery Assessment Program (IMAP) for some special needs students. The MSPAP is a testing program administered to third, fifth, and eighth grade students…

Factors Affecting the Performance of Public Schools in Lebanon

ERIC Educational Resources Information Center

Mattar, Dorine M.

2012-01-01

By sampling extreme cases (five high-performing schools and five low-performing ones), the researcher revealed the differences in the teachers' motivation (Mattar, 2010) as well as the extent to which Principals adopted the instructional leadership style (Mattar, 2012) in the two sets of schools. Here, she looked for additional issues, within the…

Instructional Leadership in Centralised Systems: Evidence from Greek High-Performing Secondary Schools

ERIC Educational Resources Information Center

Kaparou, Maria; Bush, Tony

2015-01-01

This paper examines the enactment of instructional leadership (IL) in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers' professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on…

High stress, lack of sleep, low school performance, and suicide attempts are associated with high energy drink intake in adolescents.

PubMed

Kim, So Young; Sim, Songyong; Choi, Hyo Geun

2017-01-01

Although an association between energy drinks and suicide has been suggested, few prior studies have considered the role of emotional factors including stress, sleep, and school performance in adolescents. This study aimed to evaluate the association of energy drinks with suicide, independent of possible confounders including stress, sleep, and school performance. In total, 121,106 adolescents with 13-18 years olds from the 2014 and 2015 Korea Youth Risk Behavior Web-based Survey were surveyed for age, sex, region of residence, economic level, paternal and maternal education level, sleep time, stress level, school performance, frequency of energy drink intake, and suicide attempts. Subjective stress levels were classified into severe, moderate, mild, a little, and no stress. Sleep time was divided into 6 groups: < 6 h; 6 ≤ h < 7; 7 ≤ h < 8; 8 ≤ h < 9; and ≥ 9 h. School performance was classified into 5 levels: A (highest), B (middle, high), C (middle), D (middle, low), and E (lowest). Frequency of energy drink consumption was divided into 3 groups: ≥ 3, 1-2, and 0 times a week. The associations of sleep time, stress level, and school performance with suicide attempts and the frequency of energy drink intake were analyzed using multiple and ordinal logistic regression analysis, respectively, with complex sampling. The relationship between frequency of energy drink intake and suicide attempts was analyzed using multiple logistic regression analysis with complex sampling. Higher stress levels, lack of sleep, and low school performance were significantly associated with suicide attempts (each P < 0.001). These variables of high stress level, abnormal sleep time, and low school performance were also proportionally related with higher energy drink intake (P < 0.001). Frequent energy drink intake was significantly associated with suicide attempts in multiple logistic regression analyses (AOR for frequency of energy intake ≥ 3 times a week = 3.03, 95% CI = 2.64-3.49, P < 0.001). Severe stress, inadequate sleep, and low school performance were related with more energy drink intake and suicide attempts in Korean adolescents. Frequent energy drink intake was positively related with suicide attempts, even after adjusting for stress, sleep time, and school performance.

High stress, lack of sleep, low school performance, and suicide attempts are associated with high energy drink intake in adolescents

PubMed Central

Kim, So Young; Sim, Songyong

2017-01-01

Objective Although an association between energy drinks and suicide has been suggested, few prior studies have considered the role of emotional factors including stress, sleep, and school performance in adolescents. This study aimed to evaluate the association of energy drinks with suicide, independent of possible confounders including stress, sleep, and school performance. Methods In total, 121,106 adolescents with 13–18 years olds from the 2014 and 2015 Korea Youth Risk Behavior Web-based Survey were surveyed for age, sex, region of residence, economic level, paternal and maternal education level, sleep time, stress level, school performance, frequency of energy drink intake, and suicide attempts. Subjective stress levels were classified into severe, moderate, mild, a little, and no stress. Sleep time was divided into 6 groups: < 6 h; 6 ≤ h < 7; 7 ≤ h < 8; 8 ≤ h < 9; and ≥ 9 h. School performance was classified into 5 levels: A (highest), B (middle, high), C (middle), D (middle, low), and E (lowest). Frequency of energy drink consumption was divided into 3 groups: ≥ 3, 1–2, and 0 times a week. The associations of sleep time, stress level, and school performance with suicide attempts and the frequency of energy drink intake were analyzed using multiple and ordinal logistic regression analysis, respectively, with complex sampling. The relationship between frequency of energy drink intake and suicide attempts was analyzed using multiple logistic regression analysis with complex sampling. Results Higher stress levels, lack of sleep, and low school performance were significantly associated with suicide attempts (each P < 0.001). These variables of high stress level, abnormal sleep time, and low school performance were also proportionally related with higher energy drink intake (P < 0.001). Frequent energy drink intake was significantly associated with suicide attempts in multiple logistic regression analyses (AOR for frequency of energy intake ≥ 3 times a week = 3.03, 95% CI = 2.64–3.49, P < 0.001). Conclusion Severe stress, inadequate sleep, and low school performance were related with more energy drink intake and suicide attempts in Korean adolescents. Frequent energy drink intake was positively related with suicide attempts, even after adjusting for stress, sleep time, and school performance. PMID:29135989

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

ERIC Educational Resources Information Center

Tanner-Smith, Emily E.; Fisher, Benjamin W.

2015-01-01

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,…

Coaching as a Performance Improvement Tool at School

ERIC Educational Resources Information Center

Yirci, Ramazan; Karakose, Turgut; Kocabas, Ibrahim

2016-01-01

The purpose of this study is to examine the current literature and have an insight about coaching as a performance improvement tool at school. In today's world, schools have to survive and keep their organizational success in the highest level because of the high expectations from school stakeholders. Taking place in such a fierce competitive…

The Impact of Computer and Mathematics Software Usage on Performance of School Leavers in the Western Cape Province of South Africa: A Comparative Analysis

ERIC Educational Resources Information Center

Smith, Garth Spencer; Hardman, Joanne

2014-01-01

In this study the impact of computer immersion on performance of school leavers Senior Certificate mathematics scores was investigated across 31 schools in the EMDC East education district of Cape Town, South Africa by comparing performance between two groups: a control and an experimental group. The experimental group (14 high schools) had access…

How Many Teachers Does It Take to Support a Student? Examining the Relationship between Teacher Support and Adverse Health Outcomes in High-Performing, Pressure-Cooker High Schools

ERIC Educational Resources Information Center

Conner, Jerusha O.; Miles, Sarah B.; Pope, Denise C.

2014-01-01

Although considerable research has demonstrated the importance of supportive teacher-student relationships to students' academic and nonacademic outcomes, few studies have explored these relationships in the context of high-performing high schools. Hierarchical linear modeling with a sample of 5,557 students from 14 different high-performing…

The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland.

PubMed

Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo

2015-01-01

The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.

Association of sleep and academic performance.

PubMed

Eliasson, Arne; Eliasson, Anders; King, Joseph; Gould, Ben; Eliasson, Arn

2002-03-01

Poor school performance by adolescent students has been attributed in part to insufficient sleep. It is recognized that a number of factors lead to diminished total sleep time and chief among these are early school start times and sleep phase delay in adolescence. Political initiatives are gaining momentum across the United States to require later school start times with the intent of increasing total sleep time and consequently improving school performance. Later school start times come with significant costs and impact other activities of families and communities. The decision to implement later school start times cannot be made lightly and deserves support of well-performed research on the impact of these changes. A study evaluating the association of academic performance and total sleep time was performed in middle school and high school students in a suburban Maryland school system. Preliminary results of this study show no correlation of total sleep time with academic performance. Before mandating costly changes in school schedules, it would be useful to perform further research to determine the effects of increasing sleep time on the behaviors of adolescent students.

Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees after Three Years. NCEE Study Snapshot. NCEE 2016-2006

ERIC Educational Resources Information Center

Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul

2016-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students' achievement. The report on which this snapshot is based…

Guide to Operating and Maintaining EnergySmart Schools

DOE Office of Scientific and Technical Information (OSTI.GOV)

None

Through a commitment to high performance, school districts are discovering that smart energy choices can create lasting benefits for students, communities, and the environment. For example, an energy efficient school district with 4,000 students can save as much as $160,000 a year in energy costs. Over 10 years, those savings can reach $1.6 million, translating into the ability to hire more teachers, purchase more textbooks and computers, or invest in additional high performance facilities. Beyond these bottomline benefits, schools can better foster student health, decrease absenteeism, and serve as centers of community life. The U.S. Department of Energy's EnergySmart Schoolsmore » Program promotes a 30 percent improvement in existing school energy use. It also encourages the building of new schools that exceed code (ASHRAE 90.11999) by 50 percent or more. The program provides resources like this Guide to Operating and Maintaining EnergySmart Schools to assist school decisionmakers in planning, financing, operating, and maintaining energy efficient, high performance schools. It also offers education and training for building industry professionals. Operations and maintenance refer to all scheduled and unscheduled actions for preventing equipment failure or decline with the goal of increasing efficiency, reliability, and safety. A preventative maintenance program is the organized and planned performance of maintenance activities in order to prevent system or production problems or failures from occurring. In contrast, deferred maintenance or reactive maintenance (also called diagnostic or corrective maintenance) is conducted to address an existing problem. This guide is a primary resource for developing and implementing a districtor schoolwide operations and maintenance (O&M) program that focuses on energy efficiency. The EnergySmart Schools Solutions companion CD contains additional supporting information for design, renovation, and retrofit projects. The objective of this guide is to provide organizational and technical information for integrating energy and high performance facility management into existing O&M practices. The guide allows users to adapt and implement suggested O&M strategies to address specific energy efficiency goals. It recognizes and expands on existing tools and resources that are widely used throughout the high performance school industry. External resources are referenced throughout the guide and are also listed within the EnergySmart Schools O&M Resource List (Appendix J). While this guide emphasizes the impact of the energy efficiency component of O&M, it encourages taking a holistic approach to maintaining a high-performance school. This includes considering various environmental factors where energy plays an indirect or direct role. For example, indoor air quality, site selection, building orientation, and water efficiency should be considered. Resources to support these overlapping aspects will be cited throughout the guide.« less

Principals' Hiring of Teachers in Philadelphia Schools: A Research Report on Improving Teacher Quality

ERIC Educational Resources Information Center

Ramirez, Heidi A.; Schofield, Lynne Steuerle; Black, Melissa

2009-01-01

The School District of Philadelphia (SDP), like many other urban school districts, struggles to increase its hiring and retention of experienced and highly qualified teachers in its low-performing/high-need schools. Toward the goal of improving teacher quality and the experience balance, particularly in hard-to-staff schools, the Philadelphia…

Performance Assessment of State Senior High School Teachers Aged 56 Years and Above

ERIC Educational Resources Information Center

Yusrizal; Harun, Cut Zahri; Husen; Iqbal, Muhammad

2018-01-01

This research aimed at determining the level of performance of state senior high school (Sekolah Menengah Atas Negeri abbreviated as SMAN) teachers aged 56 years and older. The research population was all SMAN teachers aged 56 years and older in Banda Aceh Municipality, Districts of Aceh Besar, Pidie and Pidie Jaya. Performance assessment…

School Uniforms in Urban Public High Schools

ERIC Educational Resources Information Center

Draa, Virginia Ann Bendel

2005-01-01

The purpose of this study was to determine whether or not the implementation of a mandatory uniform policy in urban public high schools improved school performance measures at the building level for rates of attendance, graduation, academic proficiency, and student conduct as measured by rates of suspensions and expulsions. Sixty-four secondary…

The Michigan Public High School Context and Performance Report Card

ERIC Educational Resources Information Center

Van Beek, Michael; Bowen, Daniel; Mills, Jonathan

2012-01-01

Assessing a high school's effectiveness is not straightforward. Comparing a school's standardized test scores to those of other schools is one approach to measuring effectiveness, but a major objection to this method is that students' test scores tend to be related to students' "socioeconomic" status--family household income, for…

School Restructuring: What Works When? A Guide for Education Leaders

ERIC Educational Resources Information Center

Hassel, Emily Ayscue; Hassel, Bryan C.; Arkin, Matthew D.; Kowal, Julie M.; Steiner, Lucy M.

2009-01-01

Studies of high-performing schools, where all students learn more than similar students in other schools, show common design elements. These elements are comprehensive, affecting the whole school, and include: (1) Clear mission guiding daily activities; (2) High, unyielding expectations that all students will learn; (3) Frequent monitoring of…

School Socioeconomic Classification, Funding, and the New Jersey High School Proficiency Assessment (HSPA)

ERIC Educational Resources Information Center

Bao, D. H.; Romeo, George C.; Harvey, Roberta

2010-01-01

This study examines the relationship between educational effectiveness, as measured by the New Jersey High School Proficiency Assessment (HSPA), and funding of school districts based on socioeconomic classification. Results indicate there is a strong relationship between performance in HSPA, socioeconomic classification, and the different sources…

ELWIRA "Plants, wood, steel, concrete - a lifecycle as construction materials": University meets school - science meets high school education

NASA Astrophysics Data System (ADS)

Strauss-Sieberth, Alexandra; Strauss, Alfred; Kalny, Gerda; Rauch, Hans Peter; Loiskandl, Willibald

2016-04-01

The research project "Plants, wood, steel, concrete - a lifecycle as construction materials" (ELWIRA) is in the framework of the Sparkling Science programme performed by the University of Natural Resources and Life Sciences together with the Billroth Gymnasium in Vienna. The targets of a Sparkling Science project are twofold (a) research and scientific activities should already be transferred in the education methods of schools in order to fascinate high school students for scientific methods and to spark young people's interest in research, and (b) exciting research questions not solved and innovative findings should be addressed. The high school students work together with the scientists on their existing research questions improve the school's profile and the high school student knowledge in the investigated Sparkling Science topic and can lead to a more diverse viewing by the involvement of the high school students. In the project ELWIRA scientists collaborate with the school to quantify and evaluate the properties of classical building materials like concrete and natural materials like plants and woodlogs in terms of their life cycle through the use of different laboratory and field methods. The collaboration with the high school students is structured in workshops, laboratory work and fieldworks. For an efficient coordination/communication, learning and research progress new advanced electronic media like "Moodle classes/courses" have been used and utilized by the high school students with great interest. The Moodle classes are of high importance in the knowledge transfer in the dialogue with the high school students. The research project is structured into four main areas associated with the efficiencies of building materials: (a) the aesthetic feeling of people in terms of the appearance of materials and associated structures will be evaluated by means of jointly developed and collected questionnaires. The analysis, interpretation and evaluation are carried out in close cooperation between the scientists and the high school students, (b) high school students perform classical as well as advanced laboratory testing procedures on the selected materials under the guidance of researchers. They determine a set of mechanical properties and mechanical short and long term performance indicators, such as compression strength, Young modulus, fracture energy etc., (c) field tests on sites are performed to specify climatic characteristics of the examined materials, in order to find out their impact on the surrounding microclimate caused by for instance solar radiation and air temperature, and (d) finally an energy balance (CO2) for the selected materials over their entire life cycle will be carried out by the scientists. These results will provide an important contribution to a sustainable, climate-friendly and resource conserving handling with building materials. The aim of this poster is to present and discuss alternative scientific approaches of scientific working between scientists and high school students and to discuss the learning outcomes already obtained by the high school students within the project "Plants, wood, steel, concrete - a lifecycle as construction materials" ELWIRA.

A Culture of High Expectations: Teacher Leadership at Pritzker College Prep

ERIC Educational Resources Information Center

Aspen Institute, 2014

2014-01-01

Relying on teachers as culture leaders is a solution embraced by many high-performing charter schools. This profile focuses on the design of the Grade Level Lead roles at Pritzker College Prep, a member of the Noble Network of Schools in Chicago. The successes of this school and network are well-documented: Of non-selective public high schools in…

Introducing the USAYPT--Do Research in Your High School then Debate Your Results with Other Schools

ERIC Educational Resources Information Center

Oldaker, Bruce G.; Jacobs, Greg; Bibilashvili, Tengiz

2010-01-01

We introduce the USAYPT--the United States Association for Young Physicists Tournaments, Inc. Our motto is "Better teaching and learning by doing research in your high school." We believe that all high school teachers can improve their knowledge of physics by forming small groups that perform non-trivial--but not cutting edge--research. In order…

A Quantitative Research Investigation into High School Design and Art Education in a Local High School in Texas

ERIC Educational Resources Information Center

Lin, Yi-Hsien

2013-01-01

This study was designed to explore the differences between high school teachers with art and science backgrounds in terms of curriculum and student performance in art and design education, federal educational policy, and financial support. The study took place in a local independent school district in Texarkana, Texas. The independent school…

Change in weight status and academic performance among senior high school students in Taiwan.

PubMed

Liao, Pei-An; Chang, Hung-Hao; Wang, Jiun-Hao; Wu, Min-Chen

2015-01-01

This study examines how the changes in weight status across the spectrum of a senior high school study are associated with academic performance measured by the university entrance exam scores. A unique dataset which compiles a national health examination profile and the General Scholastic Ability Test data bank in Taiwan was constructed. The final sample comprised 149,240 senior high school students of which 70,662 were males and 78,578 were female students. The school-level fixed effect models were estimated. Students who were either (a) not overweight in the first year but overweight in the third year of senior high school, (b) overweight in both the first and third year, or (c) overweight in the first year but not overweight in the third year, were more likely to score lower on the university entrance exam, compared with their never-overweight counterparts. The findings differ by gender and test subjects. The change in weight status during senior high school period is associated with subsequent university entrance exam outcome. Students who start senior high school being overweight should be paid attention. School-based programs and practices need to be implemented to reduce the prevalence of overweight among students.

The role of anxiety symptoms in school performance in a community sample of children and adolescents

PubMed Central

Mazzone, Luigi; Ducci, Francesca; Scoto, Maria Cristina; Passaniti, Eleonora; D'Arrigo, Valentina Genitori; Vitiello, Benedetto

2007-01-01

Background Anxiety symptoms are relatively common among children and adolescents and can interfere with functioning. The prevalence of anxiety and the relationship between anxiety and school performance were examined among elementary, middle, and high school students. Methods Samples of elementary (N = 131, age 8–10 years), middle (N = 267, age 11–13 years), and high school (N = 80, age 14–16 years) children were recruited from four public schools in a predominantly middle-class community in Catania, Italy. Children completed the Multidimensional Anxiety Scale for Children (MASC). T-scores were computed for the MASC total scores, and considered to be in the anxious range if 65 or above. Current academic grades were obtained from school records. Results Of the 478 children, 35 (7.3%) had a MASC T-score in the anxious range. The rate of children in the anxious range was 2.3% in elementary, 7.9% in middle, and 15.9% in high school (χ2 = 7.8, df = 2, p < 0.05), and was 14.1% among students with insufficient grades, 9.4% among those with sufficient grades, and 3.9% among those with good or very good grades (χ2 = 11.68, df = 2, p < 0.01). Conclusion In this community sample of children and adolescents attending elementary through high school, the prevalence of abnormally high self-reported levels of anxiety increased in frequency with age and was negatively associated with school performance. PMID:18053257

The role of anxiety symptoms in school performance in a community sample of children and adolescents.

PubMed

Mazzone, Luigi; Ducci, Francesca; Scoto, Maria Cristina; Passaniti, Eleonora; D'Arrigo, Valentina Genitori; Vitiello, Benedetto

2007-12-05

Anxiety symptoms are relatively common among children and adolescents and can interfere with functioning. The prevalence of anxiety and the relationship between anxiety and school performance were examined among elementary, middle, and high school students. Samples of elementary (N = 131, age 8-10 years), middle (N = 267, age 11-13 years), and high school (N = 80, age 14-16 years) children were recruited from four public schools in a predominantly middle-class community in Catania, Italy. Children completed the Multidimensional Anxiety Scale for Children (MASC). T-scores were computed for the MASC total scores, and considered to be in the anxious range if 65 or above. Current academic grades were obtained from school records. Of the 478 children, 35 (7.3%) had a MASC T-score in the anxious range. The rate of children in the anxious range was 2.3% in elementary, 7.9% in middle, and 15.9% in high school (chi2 = 7.8, df = 2, p < 0.05), and was 14.1% among students with insufficient grades, 9.4% among those with sufficient grades, and 3.9% among those with good or very good grades (chi2 = 11.68, df = 2, p < 0.01). In this community sample of children and adolescents attending elementary through high school, the prevalence of abnormally high self-reported levels of anxiety increased in frequency with age and was negatively associated with school performance.

ResourceCheck: Assess Your District's Resource Use

ERIC Educational Resources Information Center

Education Resource Strategies, 2013

2013-01-01

For over a decade, Education Resource Strategies, Inc. (ERS) has helped leaders of urban school districts strategically reallocate their resources to improve student performance. This work identifies seven Core Transformational Strategies that support high-performing schools; in high-functioning districts, resources (people, time, and money) are…

Correlating student interest and high school preparation with learning and performance in an introductory university physics course

NASA Astrophysics Data System (ADS)

Harlow, Jason J. B.; Harrison, David M.; Meyertholen, Andrew

2014-06-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inventory and on the final examination; students who took a senior-level high school physics course outperformed students who did not, also both on the Force Concept Inventory and on the final exam. Students who took the course for their own interest and took high school physics outperformed students who took the course because it was required and did not take high school physics by a wide margin. However, the normalized gain on the Force Concept Inventory was the same within uncertainties for all groups and subgroups of students.

Social class and the STEM career pipeline an ethnographic investigation of opportunity structures in a high-poverty versus affluent high school

NASA Astrophysics Data System (ADS)

Nikischer, Andrea B.

This research investigates science, technology, engineering and mathematics (STEM) high school opportunity structures, including student experiences with math and science course sequences and progress, college guidance and counseling, and STEM extracurricular activities (Weis and Eisenhart, 2009), specifically related to STEM fields and career and college choice, for top-performing math and science students. Differences in these structures and processes as they play out in two representative high schools that vary by social class and racial/ethnic makeup are examined. This comparative ethnography includes 36 school and classroom observations, 56 semi-structured individual interviews, and a review of relevant documents, all gathered during the focal students' junior year of high school. Three data chapters are presented, discussing three distinct, yet interconnected themes. In the first, I examine the ways in which chronic attendance problems and classroom distractions negatively impact math and science instruction time and lead to an instruction (time) deficit. In the second, I compare the math and science course and extra-curricular offerings at each school, and discuss the significant differences between sites regarding available STEM exposure and experience, also known as "STEM educational dose" (Wai, et al., 2010). In the third, I investigate available guidance counseling services and STEM and college-linking at each site. Perceived failures in the counseling services available are discussed. This dissertation is grounded in the literature on differences in academic achievement based on school setting, the nature/distribution of knowledge based on social class, and STEM opportunity structures. The concepts of "social capital" and "STEM capital" are engaged throughout. Ultimately, I argue through this dissertation that segregation by race, and most importantly social class, both between and within districts, damages the STEM pipeline for high-performing math and science students located in high-poverty, low-performing schools. I further argue that both federal and state accountability-based school reform efforts are failing to improve outcomes for students with proficiency and interest in STEM learning and STEM fields, and in fact, these reforms are harming top performing students and high school STEM opportunity structures. Recommendations for changes in policy and practice, and for further research, are provided.

Breakfast is associated with the metabolic syndrome and school performance among Taiwanese children.

PubMed

Ho, Chia-Yi; Huang, Yi-Chen; Lo, Yuan-Ting C; Wahlqvist, Mark L; Lee, Meei-Shyuan

2015-01-01

Skipping breakfast is associated with adverse child health profiles including obesity, higher blood pressure, higher serum cholesterol, and poor cognitive function. We aimed to explore the association between breakfast with school performance and the metabolic syndrome (MetS) in Taiwanese children. Participants were enrolled from the representative Elementary School Children's Nutrition and Health Survey in Taiwan (2001-2002). Diet, waist circumference, blood pressure, blood glucose, triglyceride, and high-density lipoprotein cholesterol concentrations were assessed in 1287 boys and 1114 girls. Their school and social performances were examined using the modified Scale for Assessing Emotional Disturbance questionnaire. Logistic and linear regression analyses were used to estimate the risk of MetS and also the association between breakfast consumption frequency and school or social performance. When breakfast consumption was regular, overall dietary quality was better. Children who consumed breakfast daily exhibited lower risks of high blood pressure (OR=0.37, 95% CI=0.19-0.71) and of MetS (OR=0.22, 95% CI=0.09-0.51) compared with children who consumed breakfast 0-4 times per week. Furthermore, children who consumed breakfast daily exhibited a higher overall competence (OC) score (β=0.71, p<0.05) in a dose-response manner (p for trend=0.02). This association was not dependent on overall diet or MetS. In conclusion, consuming breakfast daily is associated with better school performance, a lower risk of high blood pressure, and MetS independent of overall dietary quality. Thus, breakfast on school days is a factor in school performance and health. Copyright © 2015 Elsevier Ltd. All rights reserved.

High Performing Schools in High Risk Environments: A Study on Leadership, School Safety, and Student Achievement at Two Urban Middle Schools in Los Angeles County

ERIC Educational Resources Information Center

Frias, Gus

2010-01-01

In the United States of America, all students and staff have a constitutional right to attend schools that are safe, secure, and successful. Despite this right, at many public schools, education leaders have failed to ensure the safety and high academic achievement of all students. The purpose of this research study is to expand knowledge about…

Findings from the School-Based Theatrical Performance "Walk in Our Shoes." Research Report

ERIC Educational Resources Information Center

Wong, Eunice C.; Cerully, Jennifer L.; Collings, Rebecca L.; Roth, Elizabeth

2014-01-01

The study presented in this report evaluates the effects of a school-based theatrical performance "Walk In Our Shoes" on a group of predominantly Latino youth in Santa Barbara County, California. The performance follows the lives of four (fictional) high school students and introduces their various experiences with both mental health…

Risk and protective factors among high school students on the US/Mexico border.

PubMed

Almodovar, Adriana; Tomaka, Joe; Thompson, Sharon; McKinnon, Sarah; O'Rourke, Kathleen

2006-01-01

To study risk and protective factors for alcohol-related problems among high schools students in El Paso, Tex. A total of 1366 high school students from 16 different high schools in El Paso, Tex, participated in an anonymous questionnaire regarding alcohol use and alcohol-related behaviors. The sample was 70% Hispanic. Results showed that academic performance, peer influence, parental attitudes, and age at first consumption of alcohol were important predictors of drinking among border youth. Risk factors contribute to alcohol use among high school students.

Graduation Coaching in High-Need Urban, High Schools

ERIC Educational Resources Information Center

Lacefield, Warren E.; Zeller, Pamela J.; Van Kannel-Ray, Nancy

2010-01-01

This study documents the impact of placing graduation coaches as a GEAR UP intervention in urban high schools. The overall goal was improvement of students' academic performance, particularly for students not passing core courses. This longitudinal study began with data collection in feeder middle schools where results indicated improved student…

High School Mathematics Curricula, University Mathematics Placement Recommendations, and Student University Mathematics Performance

ERIC Educational Resources Information Center

Norman, Ke Wu; Medhanie, Amanuel G.; Harwell, Michael R.; Anderson, Edwin; Post, Thomas R.

2011-01-01

Recent "math wars" have drawn attention to how well various high school mathematics curricula prepare students for college-level mathematics. The purpose of this study was to investigate the relationship between the high school mathematics curricula and students' post-secondary mathematics placement recommendation, specifically how…

Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement

PubMed Central

GLENNIE, ELIZABETH; BONNEAU, KARA; VANDELLEN, MICHELLE; DODGE, KENNETH A.

2013-01-01

Background/Context Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school. Purpose/Objective/Focus This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate. Research Design Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time—that is, between one year’s achievement and the subsequent year’s dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale. Findings/Results This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase. Conclusions/recommendations Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school’s performance composite include scores of zero on end-of-grade tests for those who leave school. PMID:24013958

The High-­Performing Preschool: Story Acting in Head Start Classrooms

ERIC Educational Resources Information Center

McNamee, Gillian Dowley

2015-01-01

"The High-Performing Preschool" takes readers into the lives of three- and four-year-old Head Start students during their first year of school and focuses on the centerpiece of their school day: story acting. In this activity, students act out stories from high-quality children's literature as well as stories dictated by their peers.…

The Effects of Assertive Training on the Performance Self-Esteem of Adolescent Girls.

ERIC Educational Resources Information Center

Stake, Jayne E.; And Others

1983-01-01

High school teachers and an experienced leader provided assertiveness training for 148 female students in high school business and homemaking classes. Significant changes in performance self-esteem scores were found between pretesting and a three-month folLow-up. Low-self-esteem subjects showed greater increases than high-self-esteem subjects.…

Schooling Effects on Undergraduate Performance: Evidence from the University of Barcelona

ERIC Educational Resources Information Center

Mora, Toni; Escardibul, Josep-Oriol

2008-01-01

This study analyzes the effects of several factors related to high school, such as the kind of school (public or private), the type of education (general or vocational), school location and peers on undergraduate performance from students of the University of Barcelona (Spain). Particular attention is given to the functional form and to the…

Schools behind Bars: Windham School System and Other Prison Education Programs. A Performance Review.

ERIC Educational Resources Information Center

MGT of America, Inc., Tallahassee, FL.

This report presents results of a performance review undertaken to develop recommendations for improving the effectiveness of the Windham School System (WSS) and educational programs in the four privately operated prison units in Texas. (WSS provides educational programs for inmates who do not possess a high school diploma.) Chapter 1 is an…

Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

ERIC Educational Resources Information Center

Al-Alwan, Ahmed F.

2014-01-01

The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

Focus on Health Education and Nutrition: Development of a Guide for High School Teachers.

ERIC Educational Resources Information Center

Kirk, Robert H.; And Others

1980-01-01

Summaries are presented of evaluation research on a National Dairy Council guide for integrating nutrition education into high school health education courses. The program was found to be effective in improving both general health test performance and nutrition test performance. (JMF)

High School Students' Performance on Vandenberg's Mental Rotations Test: Art Ability, Gender, Activities, Academic Performance, Strategies, and Ease of Taking the Test.

ERIC Educational Resources Information Center

Gurny, Helen Graham

This study tested whether mental rotation performance of 186 high school students (80 males and 106 females) in grades 9 through 12 in art and nonart classes on Vandenbergs Mental Rotations test (S. Vandenberg and Kuse, 1978) was affected by gender, visual-spatial activities, strategies used while performing the test, and the ease of test taking.…

Physical fitness and academic performance: empirical evidence from the National Administrative Senior High School Student Data in Taiwan.

PubMed

Liao, Pei-An; Chang, Hung-Hao; Wang, Jiun-Hao; Wu, Min-Chen

2013-06-01

This study examined the relationship between the changes of physical fitness across the 3-year spectrum of senior high school study and academic performance measured by standardized tests in Taiwan. A unique dataset of 149 240 university-bound senior high school students from 2009 to 2011 was constructed by merging two nationwide administrative datasets of physical fitness test performance and the university entrance exam scores. Hierarchical linear regression models were used. All regressions included controls for students' baseline physical fitness status, changes of physical fitness performance over time, age and family economic status. Some notable findings were revealed. An increase of 1 SD on students' overall physical fitness from the first to third school year is associated with an increase in the university entrance exam scores by 0.007 and 0.010 SD for male and female students, respectively. An increase of 1 SD on anaerobic power (flexibility) from the first to third school year is positively associated with an increase in the university entrance exam scores by 0.018 (0.010) SD among female students. We suggest that education and school health policymakers should consider and design policies to improve physical fitness as part of their overall strategy of improving academic performance.

Academic Performance of Subsequent Schools and Impacts of Early Interventions: Evidence from a Randomized Controlled Trial in Head Start Settings

PubMed Central

Zhai, Fuhua; Raver, C. Cybele; Jones, Stephanie M.

2012-01-01

The role of subsequent school contexts in the long-term effects of early childhood interventions has received increasing attention, but has been understudied in the literature. Using data from the Chicago School Readiness Project (CSRP), a cluster-randomized controlled trial conducted in Head Start programs, we investigate whether the intervention had differential effects on academic and behavioral outcomes in kindergarten if children attended high- or low-performing schools subsequent to the preschool intervention year. To address the issue of selection bias, we adopt an innovative method, principal score matching, and control for a set of child, mother, and classroom covariates. We find that exposure to the CSRP intervention in the Head Start year had significant effects on academic and behavioral outcomes in kindergarten for children who subsequently attended high-performing schools, but no significant effects on children attending low-performing schools. Policy implications of the findings are discussed. PMID:22773872

School Factors Related to Reading Achievement in Rural Schools with and without High Poverty

ERIC Educational Resources Information Center

Miller, Seth W.

2013-01-01

This quantitative study identified how rural schools differ on five school-level factors related to student achievement according to their performance on Grade 3 reading. Through use of a MANOVA test, it was shown that principals of high-poverty rural schools that made AYP in Grade 3 reading reported significantly higher levels of guaranteed and…

"It's a Way of Life for Us": High Mobility and High Achievement in Department of Defense Schools.

ERIC Educational Resources Information Center

Smrekar, Claire E.; Owens, Debra E.

2003-01-01

Examines the academic performance of students in U.S. Department of Defense Education Activity (DoDEA) schools, which have high student mobility. Some observers contend that these students' high achievement is a function of their middle class family and community characteristics. Asserts that DoDEA schools simultaneously "do the right…

Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

ERIC Educational Resources Information Center

Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

2013-01-01

This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

ERIC Educational Resources Information Center

Baker, Scott K.; Smolkowski, Keith; Katz, Rachell; Fien, Hank; Seeley, John R.; Kame'enui, Edward J.; Beck, Carrie Thomas

2008-01-01

The purpose of this study was to examine oral reading fluency (ORF) in the context of a large-scale federal reading initiative conducted in low performing, high poverty schools. The objectives were to (a) investigate the relation between ORF and comprehensive reading tests, (b) examine whether slope of performance over time on ORF predicted…

Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language

ERIC Educational Resources Information Center

Shewach, Oren R.; Shen, Winny; Sackett, Paul R.; Kuncel, Nathan R.

2017-01-01

The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English-speaking students. In contrast, a smaller…

WWC Review of the Report "Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

For the 2013 study, "Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment," researchers examined the impact of the Talent Transfer Initiative (TTI) on students' reading and mathematics achievement in 10 school districts. The TTI enabled principals of low-performing schools to provide…

She's Strict for a Good Reason: Highly Effective Teachers in Low-Performing Urban Schools

ERIC Educational Resources Information Center

Poplin, Mary; Rivera, John; Durish, Dena; Hoff, Linda; Kawell, Susan; Pawlak, Pat; Hinman, Ivannia Soto; Straus, Laura; Veney, Cloetta

2011-01-01

A study of 31 high-performing teachers in low-performing urban schools found that these teachers had certain traits in common. They were strict; they taught in traditional, explicit ways; there was little time in their classrooms when instruction was not occurring; and they moved around the room helping their students. They used very few…

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…

Assessing the Dimensionality and Reliability of Teachers' Performance Evaluation in Eastern Zone High Schools, Tigrai National Regional State, Ethiopia

ERIC Educational Resources Information Center

Embiza, Samuel; Hadush, Selamawit

2015-01-01

The purpose of this study was to assess the dimensionality and reliability of Teachers Evaluation Questionnaire in Eastern Zone high school; Tigrai National Regional State which was filled by school principal. To this end: 9 high schools in 7 woredas were selected using the lottery method, in which 459 teachers' rate forms were collected. All…

High Schools' Role in College and Workforce Preparation: Do College-for-All Policies Make High School Irrelevant? Spotlight on Student Success.

ERIC Educational Resources Information Center

Rosenbaum, James E.

High schools have responded to the poor labor market primarily by encouraging college-for-all policies, leading the majority of seniors to plan to get college degrees, even those who perform poorly. School policies focus too narrowly on academic achievement, overlooking soft skills like motivation, dependability, attention to quality, and social…

Student Success in First-Year University Physics and Mathematics Courses: Does the High-School Attended Make a Difference?

ERIC Educational Resources Information Center

Adamuti-Trache, Maria; Bluman, George; Tiedje, Thomas

2013-01-01

This paper considers school factors that contribute to a successful transition from high school to first-year university Physics courses at the University of British Columbia by employing a two-level hierarchical model. It is assumed that there is a relationship between student performance and the high school they graduated from. It is shown that…

Dual Credit in Oregon: An Analysis of Students Taking Dual Credit in High School in 2005-06 with Subsequent Performance in College

ERIC Educational Resources Information Center

Jacobs, Jonathan; North, Tom

2008-01-01

A dual credit course is a college/university level course that is taught at a high school, by a high school teacher, in partnership with a community college (CCWD) or Oregon University System (OUS) institution. Successful completion of a dual credit course counts as credit for both high school and college. In 2005-06, about 12,000 students took…

Delaying Middle School and High School Start Times Promotes Student Health and Performance: An American Academy of Sleep Medicine Position Statement

PubMed Central

Watson, Nathaniel F.; Martin, Jennifer L.; Wise, Merrill S.; Carden, Kelly A.; Kirsch, Douglas B.; Kristo, David A.; Malhotra, Raman K.; Olson, Eric J.; Ramar, Kannan; Rosen, Ilene M.; Rowley, James A.; Weaver, Terri E.; Chervin, Ronald D.

2017-01-01

During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school start times curtail sleep, hamper a student's preparedness to learn, negatively impact physical and mental health, and impair driving safety. Furthermore, a growing body of evidence shows that delaying school start times positively impacts student achievement, health, and safety. Public awareness of the hazards of early school start times and the benefits of later start times are largely unappreciated. As a result, the American Academy of Sleep Medicine is calling on communities, school boards, and educational institutions to implement start times of 8:30 AM or later for middle schools and high schools to ensure that every student arrives at school healthy, awake, alert, and ready to learn. Citation: Watson NF, Martin JL, Wise MS, Carden KA, Kirsch DB, Kristo DA, Malhotra RK, Olson EJ, Ramar K, Rosen IM, Rowley JA, Weaver TE, Chervin RD. Delaying middle school and high school start times promotes student health and performance: an American Academy of Sleep Medicine position statement. J Clin Sleep Med. 2017;13(4):623–625. PMID:28416043

School Progress Report 2012. Montgomery County Public Schools

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2013

2013-01-01

The 2012 School Progress Report for Montgomery County Public Schools (MCPS) provides state, county, and individual school performance data, as well as information on student attendance, high school graduation rates, and the professional qualifications of teachers at the state, district, and school levels. Montgomery County primary schools are…

School Progress Report 2013. Montgomery County Public Schools

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2014

2014-01-01

The 2013 School Progress Report for Montgomery County Public Schools (MCPS) provides state, county, and individual school performance data, as well as information on student attendance, high school graduation rates, and the professional qualifications of teachers at the state, district, and school levels for the 2012-2013 school year. Montgomery…

What Do Publication Advisers Think Schools Are For?

ERIC Educational Resources Information Center

Campbell, Laurence R.

1979-01-01

Reports results of a survey of high school publication advisers' views on what high schools should teach, types of criticism they receive for news media content, and job-related duties they perform. Notes that many school newspapers avoid covering controversial issues, and stresses the need for freedom of speech for student journalists. (GW)

Coming out in High School: How One Gay-Straight Alliance Supports Students

ERIC Educational Resources Information Center

Rizga, Kristina

2017-01-01

In this article the author describes how Pablo, a senior at Mission High School (San Francisco, California), performs in the schools' annual Gay-Straight Alliance (GSA) drag show. The drag show is a homegrown expression created by students of the school, featuring student- and teacher-choreographed dances, student and teacher "coming…

Advancing Adolescent Literacy in Urban Schools. Research Brief

ERIC Educational Resources Information Center

Snipes, Jason; Horwitz, Amanda

2008-01-01

The lack of sufficient literacy skills is a major factor contributing to poor performance in high school and post-secondary education. Many students, particularly those in urban schools, lack the foundational literacy skills necessary to read and comprehend the academic texts appropriate for high school and beyond. This brief provides a synthesis…

Assessment of School-Based Management. [Volume I: Findings and Conclusions.] Studies of Education Reform.

ERIC Educational Resources Information Center

Wohlstetter, Priscilla; Mohrman, Susan Albers

This document presents findings of the Assessment of School-Based Management Study, which identified the conditions in schools that promote high performance through school-based management (SBM). The study's conceptual framework was based on Edward E. Lawler's (1986) model. The high-involvement framework posits that four resources must spread…

Multilevel Examination of Burnout among High School Staff: Importance of Staff and School Factors

ERIC Educational Resources Information Center

O'Brennan, Lindsey; Pas, Elise; Bradshaw, Catherine

2017-01-01

Previous studies have linked teacher burnout with job performance, satisfaction, and retention; however, there has been limited exploration of potential individual and school contextual factors that may influence burnout. The current study examined high school staff members' reports of burnout as they relate to staff demographics and perceptions…

Successful Principalship of High-Performance Schools in High-Poverty Communities

ERIC Educational Resources Information Center

Mulford, Bill; Kendall, Diana; Ewington, John; Edmunds, Bill; Kendall, Lawrie; Silins, Halia

2008-01-01

Purpose--The purpose of this article is to review literature in certain areas and report on related results from a study of successful school principalship in the Australian state of Tasmania. Design/methodology/approach--Surveys on successful school principalship were distributed to a population of 195 government schools (excluding colleges and…

Former Principals' Perceptions of the Effectiveness of the Educational Leadership Constituent Council (ELCC) Standards on Raising the Performance of African American Males on the State High School Graduation Test (GHSGT)

ERIC Educational Resources Information Center

Ficklin, Henry Clay

2010-01-01

The purpose of this study was to investigate the perceptions of former principals on the effect of the Educational Leadership Constituent Council (ELCC) standards in raising the performance of African American males on standardized tests, specifically the State High School Graduation Test (SHSGT) in a southern school district. Since the…

Position statement: start middle and high schools at 8:30 am or later to promote student health and learning.

PubMed

Trevorrow, Tracy; Zhou, Eric S; Dietch, Jessica R; Gonzalez, Brian D

2018-03-13

The Society of Behavioral Medicine recommends school officials start middle and high school classes at 8:30 am or later. Such a schedule promotes students' sleep health, resulting in improvements in physical health, psychological well-being, attention and concentration, academic performance, and driving safety. In this position statement, we propose a four-tiered approach to promote later school start times for middle and high schools.

Interdistrict Magnet High School Students' Perceived Social Support: An Exploratory Investigation

ERIC Educational Resources Information Center

LaRocco, Diana J.; Fitzgerald, Jessica

2010-01-01

Magnet high school attendance seems to lead to improved academic performance (Cobb, Bifulco, & Bell, 2009; U.S. Department of Education, 2008; Yu & Taylor, 1997). Likewise, perceived social support has been linked with positive outcomes for adolescents, including improved academic performance (Rosenfeld, Richman, & Bowen, 2000; Demaray & Malecki,…

Energy Supplement. Supplement to School Planning and Management.

ERIC Educational Resources Information Center

Schoff, Larry

2001-01-01

Presents the following articles on energy efficiency and American public schools: "High Performance Schools Reduce Costs and Improve Student and Staff Environment" (Larry Schoff); "ASHRAE's Standard 90.1: Educating the Engineer" (Mack and Melanie Wallace"; and "Performance Contracting: Meeting the Challenge of Deferred Maintenance in America's…

A Psychoecological Model of Academic Performance among Hispanic Adolescents

ERIC Educational Resources Information Center

Chun, Heejung; Dickson, Ginger

2011-01-01

Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents' academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and…

A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses. Final Evaluation Report. Monograph

ERIC Educational Resources Information Center

Marsh, Julie A.; Springer, Matthew G.; McCaffrey, Daniel F.; Yuan, Kun; Epstein, Scott; Koppich, Julia; Kalra, Nidhi; DiMartino, Catherine; Peng, Art

2011-01-01

In the 2007-2008 school year, the New York City Department of Education and the United Federation of Teachers jointly implemented the Schoolwide Performance Bonus Program in a random sample of the city's high-needs public schools. The program lasted for three school years, and its broad objective was to improve student performance through…

[Quality of sleep and academic performance in high school students].

PubMed

Bugueño, Maithe; Curihual, Carolina; Olivares, Paulina; Wallace, Josefa; López-AlegrÍa, Fanny; Rivera-López, Gonzalo; Oyanedel, Juan Carlos

2017-09-01

Sleeping and studying are the day-to-day activities of a teenager attending school. To determine the quality of sleep and its relationship to the academic performance among students attending morning and afternoon shifts in a public high school. Students of the first and second year of high school answered an interview about socio-demographic background, academic performance, student activities and subjective sleep quality; they were evaluated using the Pittsburgh Sleep Quality Index (PSQI). The interview was answered by 322 first year students aged 15 ± 5 years attending the morning shift and 364 second year students, aged 16 ± 0.5 years, attending the afternoon shift. The components: sleep latency, habitual sleep efficiency, sleep disturbance, drug use and daytime dysfunction were similar and classified as good in both school shifts. The components subjective sleep quality and duration of sleep had higher scores among students of the morning shift. The mean grades during the first semester of the students attending morning and afternoon shifts were 5.9 and 5.8, respectively (of a scale from 1 to 7). Among students of both shifts, the PSQI scale was associated inversely and significantly with academic performance. A bad sleep quality influences academic performance in these students.

Test Scores, Class Rank and College Performance: Lessons for Broadening Access and Promoting Success.

PubMed

Niu, Sunny X; Tienda, Marta

2012-04-01

Using administrative data for five Texas universities that differ in selectivity, this study evaluates the relative influence of two key indicators for college success-high school class rank and standardized tests. Empirical results show that class rank is the superior predictor of college performance and that test score advantages do not insulate lower ranked students from academic underperformance. Using the UT-Austin campus as a test case, we conduct a simulation to evaluate the consequences of capping students admitted automatically using both achievement metrics. We find that using class rank to cap the number of students eligible for automatic admission would have roughly uniform impacts across high schools, but imposing a minimum test score threshold on all students would have highly unequal consequences by greatly reduce the admission eligibility of the highest performing students who attend poor high schools while not jeopardizing admissibility of students who attend affluent high schools. We discuss the implications of the Texas admissions experiment for higher education in Europe.

School Segregation, Charter Schools, and Access to Quality Education*

PubMed Central

Logan, John R.; Burdick-Will, Julia

2015-01-01

Race, class, neighborhood, and school quality are all highly inter-related in the American educational system. In the last decade a new factor has come into play, the option of attending a charter school. We offer a comprehensive analysis of the disparities among public schools attended by white, black, Hispanic, Asian, and Native American children in 2010–2011, including all districts in which charter schools existed. We compare schools in terms of poverty concentration, racial composition, and standardized test scores, and we also examine how attending a charter or non-charter school affects these differences. Black and Hispanic (and to a lesser extent Native American and Asian) students attend elementary and high schools with higher rates of poverty than white students. Especially for whites and Asians, attending a charter school means lower exposure to poverty. Children’s own race and the poverty and charter status of their schools affect the test scores and racial isolation of schools that children attend in complex combinations. Most intriguing, attending a charter school means attending a better performing school in high-poverty areas but a lower performing school in low-poverty areas. Yet even in the best case the positive effect of attending a charter school only slightly offsets the disadvantages of black and Hispanic students. PMID:27616813

High School: A Report on Secondary Education in America.

ERIC Educational Resources Information Center

Boyer, Ernest L.

The performance of the American high school as an institution is discussed, based on a study of U.S. secondary education conducted by the Carnegie Foundation for the Advancement of Teaching. Attention is directed to students, teachers, the principal, the classroom, and the curricula. Field studies were conducted at 15 public high schools, which…

Effectiveness of the Self-Regulation Empowerment Program with Urban High School Students

ERIC Educational Resources Information Center

Cleary, Timothy J.; Platten, Peter; Nelson, Amy

2008-01-01

Impacting the academic performance of high school students in core academic content areas is important because of the high-stakes nature of secondary school course grades relative to their vocational and post-secondary pursuits. Getting students to become more active, strategic participants in their learning by teaching them empirically supported…

Strategies for Improving School Performance

ERIC Educational Resources Information Center

Johnson, William L.; Johnson, Annabel M.; Johnson, Jared W.

2014-01-01

The document is from a presentation at the Texas Region VII 2014 Curriculum Conference. The study examined the effects of a three-tiered high school program designed to increase student achievement and Texas end-of-course (EOC) TAKS and STAAR chemistry scores. The student sample (n = 625) consisted 75% high school sophomores and 25% high school…

Assessing the Value of High School Accounting for the College Bound.

ERIC Educational Resources Information Center

Friedlob, George T.; Cosenza, Robert M.

1981-01-01

Reports results of a survey of first-quarter college accounting principles students. It was found that a typically difficult college course may be made easier and student performance improved by giving high school accounting instruction its proper importance in the curriculum of the business-oriented, college-bound high school student. (CT)

Improving High School Success: Searching for Evidence of Promise

ERIC Educational Resources Information Center

Mazzeo, Christopher; Fleischman, Steve; Heppen, Jessica; Jahangir, Theresa

2016-01-01

Improving the nation's high schools--particularly those that are low-performing--involves challenges that are far easier to catalog than to surmount. In this chapter, the authors identify a handful of promising approaches that can help to achieve the goal that all students will graduate from high school well-prepared for further learning,…

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…

Ethical Decision-Making by High School Principals in Evaluating Teachers

ERIC Educational Resources Information Center

Bakopoulos, Fotini

2013-01-01

The purpose of this study was to examine the ethical beliefs and preparation practices of high school principals when making decisions on the evaluation of teacher performance for retention and/or tenure. The participants consisted of a total of 10 high school principals, associate principals, and assistant principals who evaluate the performance…

Investigating the Effects of Group Practice Performed Using Psychodrama Techniques on Adolescents' Conflict Resolution Skills

ERIC Educational Resources Information Center

Karatas, Zeynep

2011-01-01

The aim of this study is to examine the effects of group practice which is performed using psychodrama techniques on adolescents' conflict resolution skills. The subjects, for this study, were selected among the high school students who have high aggression levels and low problem solving levels attending Haci Zekiye Arslan High School, in Nigde.…

Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement. CEPA Working Paper No. 15-15

ERIC Educational Resources Information Center

Grissom, Jason; Kalogrides, Demetra; Loeb, Susanna

2015-01-01

School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student…

The Turnaround Challenge: Why America's Best Opportunity to Dramatically Improve Student Achievement Lies in Our Worst-Performing Schools

ERIC Educational Resources Information Center

Calkins, Andrew; Guenther, William; Belfiore, Grace; Lash, Dave

2007-01-01

The goal of this study was to produce recommendations for states and school districts seeking a flexible, systematic approach to swift and significant transformation in schools (particularly high schools) deemed chronically under-performing under No Child Left Behind or state accountability systems. This research leads the authors to believe that…

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…

School Closures in New York City: Did Students Do Better after Their High Schools Were Closed?

ERIC Educational Resources Information Center

Kemple, James J.

2016-01-01

Much has been written about the controversy surrounding performance-based school closures, but there has been no rigorous assessment of their impact on student achievement. Does the closure process harm students who are enrolled in a school while it is being phased out? Are future students better-off because a low-performing option has been…

Value Added: Best Practices for the Utilization of Assistant Principals' Skills and Knowledge In Schools

ERIC Educational Resources Information Center

Hilliard, Ann T.; Newsome, Sandra S.

2013-01-01

There are many demands on schools today to perform at a high level with competence that improves teaching and learning and promotes higher student achievement. When students perform below national standards, schools may be given a "no vote of confidence" from the public. Therefore, principals in schools need to find ways to groom and…

The Causality Study of External Environment Analysis (EEA), Internal Environment Analysis (IEA), Strategy Implementation on Study Program Performance at Vocational High School (VHS) in Nias Archipelago, Indonesia

ERIC Educational Resources Information Center

Waruwu, Binahati; Sitompul, Harun; Manullang, Belferik

2016-01-01

The purposes of this study are to find out the significant effect of: (1) EEA on strategy implementation, (2) IEA on strategy implementation, (3) EEA on study program performance, (4) IEA on study program performance, and (5) strategy implementation on study program performance of Vocational High School (VHS) in Nias Archipelago. The population of…

High School Drop Out Factors and Effects: An Analysis of a Small School in Rural Illinois.

ERIC Educational Resources Information Center

Jancek, Richard L.

All dropouts from Hiawatha High School (Kirkland, Illinois) in the last 3 years were surveyed to determine why they dropped out and what the school could do to deter students from dropping out. Nationally, dropping out is related to poverty, lack of parental support, drug abuse, learning disabilities, and a history of poor school performance.…

Substance Use and Academic Performance among African American High School Students

ERIC Educational Resources Information Center

Williams, James Herbert; Davis, Larry E.; Johnson, Sharon D.; Williams, Trina R.; Saunders, Jeanne A.; Nebbitt, Von E.

2007-01-01

Academic performance among African American students continues to be a concern. Adolescent developmental research has identified numerous factors that affect academic performance. School-based intervention programs have focused on substance use prevention to improve academic performance. This study investigated to what extent family financial…

Mean hemoglobin levels in venous blood samples and prevalence of anemia in Japanese elementary and junior high school students.

PubMed

Igarashi, Toru; Itoh, Yasuhiko; Maeda, Miho; Igarashi, Tsutomu; Fukunaga, Yoshitaka

2012-01-01

Screening for anemia has been performed in schools in Japan for over 30 years. The long-term effect of the nuclear power plant disaster on the prevalence of anemia in school age children is unknown. This research was performed to evaluate the prevalence of anemia in school age children and to determine grade-level and gender-related reference hemoglobin (Hb) levels prior to the nuclear disaster. Data for this research were obtained from results of screening for anemia obtained by venous blood sampling in schools in 2002. Mean Hb levels were calculated for each grade level (elementary school grades 1-6 and junior high school years 1-3) and according to gender, and the prevalence of anemia was determined. In our research, Tokyo Health Service Association guidelines were used to determine reference Hb levels for anemia. We demonstrated that Hb levels in boys increased with age during childhood and adolescence (from 13.1 ± 0.7 g/dL in 7 year olds to 14.9 ± 1.1 g/dL in 15 year olds); in girls, Hb levels peaked at menarche (13.7 ± 0.8 g/dL in 12 year olds), decreasing slightly thereafter (13.4 ± 1.1 g/dL in 15 year olds). The prevalence of anemia was 0.26% in elementary school boys, 0.27% in elementary school girls, and 1.21% in junior high school boys. The prevalence of anemia in second- and third-year junior high school girls was lower than that in first-year junior high school girls. Among all junior high school girls, 5.73% had mild anemia. Iron-deficiency anemia is the commonest type of anemia in high school girls, secondary to the relative lack of iron due to menstruation, the growth spurt and exercise. Appropriate dietary therapy and treatment of anemia, together with education about the dietary prevention of anemia, are important to reduce the prevalence of anemia in high school students. When complete blood counts are performed in regions thought to be affected by the Fukushima nuclear power plant disaster, our report can serve as a reference during evaluation of Hb levels.

Overcoming Disadvantage through the Innovative Classroom

ERIC Educational Resources Information Center

Black, Rosalyn

2006-01-01

Australia is a high performing but low equity country with regards to educational attainment. Low socio-economic background students and schools with large numbers of these students perform less well than higher socio-economic background students and schools. Yet some schools are turning around student learning outcomes despite the impact of…

Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

2014-01-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

Predicting College Math Success: Do High School Performance and Gender Matter? Evidence from Sultan Qaboos University in Oman

ERIC Educational Resources Information Center

Islam, M. Mazharul; Al-Ghassani, Asma

2015-01-01

The objective of this study was to evaluate the performance of students of college of Science of Sultan Qaboos University (SQU) in Calculus I course, and examine the predictive validity of student's high school performance and gender for Calculus I success. The data for the study was extracted from students' database maintained by the Deanship of…

The Substance of Things Hoped for: A Study of the Future Orientation, Minority Status Perceptions, Academic Engagement, and Academic Performance of Black High School Students

ERIC Educational Resources Information Center

Brown, William T.; Jones, James M.

2004-01-01

This study investigated the relationship between the Future Temporal Orientation (FTO) and academic performance of African American high school students. We hypothesized that the relationship between FTO and academic performance would be mediated by students' perceptions of the usefulness of an education and their valuing of academic work and that…

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.

Impact of Texas high school science teacher credentials on student performance in high school science

NASA Astrophysics Data System (ADS)

George, Anna Ray Bayless

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

High School Sport Specialization Patterns of Current Division I Athletes.

PubMed

Post, Eric G; Thein-Nissenbaum, Jill M; Stiffler, Mikel R; Brooks, M Alison; Bell, David R; Sanfilippo, Jennifer L; Trigsted, Stephanie M; Heiderscheit, Bryan C; McGuine, Timothy A

Sport specialization is a strategy to acquire superior sport performance in 1 sport but is associated with increased injury risk. Currently, the degree of high school specialization among Division I athletes is unknown. College athletes will display increased rates of specialization as they progress through their high school careers. Descriptive epidemiological study. Level 4. Three hundred forty-three athletes (115 female) representing 9 sports from a Midwest Division I University completed a previously utilized sport specialization questionnaire regarding sport participation patterns for each grade of high school. McNemar and chi-square tests were used to investigate associations of grade, sport, and sex with prevalence of sport specialization category (low, moderate, high) (a priori P ≤ 0.05). Specialization increased throughout high school, with 16.9% (n = 58) and 41.1% (n = 141) of athletes highly specialized in 9th and 12th grades, respectively. Football athletes were less likely to be highly specialized than nonfootball athletes for each year of high school ( P < 0.001). There was no difference in degree of specialization between sexes at any grade level ( P > 0.23). The majority of Division I athletes were not classified as highly specialized throughout high school, but the prevalence of high specialization increased as athletes progressed through high school. Nonfootball athletes were more likely to be highly specialized than football athletes at each grade level. Most athletes who are recruited to participate in collegiate athletics will eventually specialize in their sport, but it does not appear that early specialization is necessary to become a Division I athlete. Athletes should be counseled regarding safe participation in sport during high school to minimize injury and maximize performance.

High School Sport Specialization Patterns of Current Division I Athletes

PubMed Central

Post, Eric G.; Thein-Nissenbaum, Jill M.; Stiffler, Mikel R.; Brooks, M. Alison; Bell, David R.; Sanfilippo, Jennifer L.; Trigsted, Stephanie M.; Heiderscheit, Bryan C.; McGuine, Timothy A.

2016-01-01

Background: Sport specialization is a strategy to acquire superior sport performance in 1 sport but is associated with increased injury risk. Currently, the degree of high school specialization among Division I athletes is unknown. Hypothesis: College athletes will display increased rates of specialization as they progress through their high school careers. Study Design: Descriptive epidemiological study. Level of Evidence: Level 4. Methods: Three hundred forty-three athletes (115 female) representing 9 sports from a Midwest Division I University completed a previously utilized sport specialization questionnaire regarding sport participation patterns for each grade of high school. McNemar and chi-square tests were used to investigate associations of grade, sport, and sex with prevalence of sport specialization category (low, moderate, high) (a priori P ≤ 0.05). Results: Specialization increased throughout high school, with 16.9% (n = 58) and 41.1% (n = 141) of athletes highly specialized in 9th and 12th grades, respectively. Football athletes were less likely to be highly specialized than nonfootball athletes for each year of high school (P < 0.001). There was no difference in degree of specialization between sexes at any grade level (P > 0.23). Conclusion: The majority of Division I athletes were not classified as highly specialized throughout high school, but the prevalence of high specialization increased as athletes progressed through high school. Nonfootball athletes were more likely to be highly specialized than football athletes at each grade level. Clinical Relevance: Most athletes who are recruited to participate in collegiate athletics will eventually specialize in their sport, but it does not appear that early specialization is necessary to become a Division I athlete. Athletes should be counseled regarding safe participation in sport during high school to minimize injury and maximize performance. PMID:27807260

Campus Schools: The Search for Safe and Orderly Environment in Large School Settings

ERIC Educational Resources Information Center

Ortiz, Monica

2012-01-01

Establishing "new small schools" is a major focus of school improvement, especially at the high school level, with the hopes of increasing academic success and reducing violence. Key arguments for small schools are the personalization of schooling and increased academic performance. The structures and process of small schools are…

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.

Associations of Teen Dating Violence Victimization with School Violence and Bullying among US High School Students

ERIC Educational Resources Information Center

Vivolo-Kantor, Alana M.; Olsen, Emily O'Malley; Bacon, Sarah

2016-01-01

Background: Teen dating violence (TDV) negatively impacts health, mental and physical well-being, and school performance. Methods: Data from a nationally representative sample of high school students participating in the Centers for Disease Control and Prevention (CDC)'s 2013 Youth Risk Behavior Survey (YRBS) are used to demonstrate associations…

"Bauchman v. West High School" Revisited: Religious Text and Context in Music Education

ERIC Educational Resources Information Center

Perrine, William Michael

2017-01-01

In 1997 the Tenth Circuit U.S. Court of Appeals ruled that school officials at West High School did not violate Rachel Bauchman's constitutional rights by including Christian religious music as part of its curriculum, or by staging school performances at religious sites. Three philosophical questions are investigated in this paper: whether the…

High School Size, Participation in Activities, and Young Adult Social Participation: Some Enduring Effects of Schooling.

ERIC Educational Resources Information Center

Lindsay, Paul

1984-01-01

This study evaluates a model predicting that school size affects student participation in extracurricular activities and that these leisure interests will continue in young adult life. High school social participation, it is hypothesized, also is influenced by curriculum track placement and academic performance, which are affected by student…

Building a Grad Nation. Executive Brief: Overview of 2012-13 High School Graduation Rates

ERIC Educational Resources Information Center

Civic Enterprises, 2015

2015-01-01

Over the past dozen years, schools, districts, and states have begun to focus increased attention on boosting high school graduation rates. During this period, the nation has seen more evidence-based educational reforms in low-performing schools, more support for struggling students, and better data and stronger accountability to chart progress…

Parent Beliefs and Student Absences: Large Absence-Reduction Field Experiment

ERIC Educational Resources Information Center

Rogers, Todd; Feller, Avi

2016-01-01

School attendance is a robust predictor of course performance, and it is consistently the strongest predictor of high school dropout, even more so than suspensions and test scores. Focusing on getting students to school is an essential part of decreasing high school dropout rates. What is concerning is that up to 20% of students miss essentially a…

One-to-One Computing and Student Achievement in Ohio High Schools

ERIC Educational Resources Information Center

Williams, Nancy L.; Larwin, Karen H.

2016-01-01

This study explores the impact of one-to-one computing on student achievement in Ohio high schools as measured by performance on the Ohio Graduation Test (OGT). The sample included 24 treatment schools that were individually paired with a similar control school. An interrupted time series methodology was deployed to examine OGT data over a period…

Faculty Trust in the Principal: An Essential Ingredient in High-Performing Schools

ERIC Educational Resources Information Center

Tschannen-Moran, Megan; Gareis, Christopher R.

2015-01-01

Purpose: The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach: Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n = 3,215 teachers), allowing for…

Case Studies of Two High-Poverty High-Performing Schools

ERIC Educational Resources Information Center

Gehrke, Lori R.

2010-01-01

The existing literature on learning organizations emphasize that leadership and strong organizational culture are central to their successful development. Whereas schools continue to face government control, accountability, and financial restraints, they are also working diligently to engage in ongoing school improvement practices to provide…

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

The Contradictions of High-Stakes Accountability "Success": A Case Study of Focused Leadership and Performance Agency

ERIC Educational Resources Information Center

Black, William R.

2008-01-01

This article seeks to advance the discussion of the availability of contemporary notions of school leadership for school leaders working within high-stakes accountability reform environment that produce discourses of urgency and legitimize practices of performance that implicitly favour centralized, neo-Tayloristic managerial approaches. Drawing…

Factors Distinguishing Exceptional Performance on the Uniform CPA Exam.

ERIC Educational Resources Information Center

Ashbaugh, Donald L.; Thompson, A. Frank

1993-01-01

Analysis of data from 234 Certified Public Accountant (CPA) candidates (98 of whom failed at least 1 part of the exam) showed that higher grades in the CPA review course correlated with passing the first time. Higher high school class rank and larger high school class size influenced exceptional test performance. (SK)

"I've Got Swag": Simone Performs Critical Literacy in a High-School English Classroom

ERIC Educational Resources Information Center

Johnson, Elisabeth

2011-01-01

Drawing on multimodal, post-structural, and critical theory, the author examines a high-school English classroom exchange about editing a student publication. Analysing a young woman's embodied identity performances, the author illustrates how Simone, a tenth-grader, employed, adjusted, and coupled modes of communication like speech, laughter,…

Performance-Based Task Assessment of Higher-Order Proficiencies in Redesigned STEM High Schools

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Glennie, Elizabeth; Li, Songze

2017-01-01

This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested…

Equity and ESEA: Holding High Schools Accountable for Traditionally Underserved Students

ERIC Educational Resources Information Center

Cardichon, Jessica; Lovell, Phillip

2015-01-01

Absent any federal requirement to monitor the performance of student subgroups, a significant number of states have implemented accountability systems that either ignore the performance of these students or provide only minimal oversight. As Congress moves forward with reauthorizing ESEA, it must codify the 2008 high school graduation rate…

An Analysis of the Relationship Between Organizational Climate and the Performance of Counselor Functions.

ERIC Educational Resources Information Center

Cottingham, Harold F.; And Others

The study was designed to determine if a significant relationship existed between the organizational climate of the high school and the functions counselors performed in nine selected high schools in Pinellas County, Florida. Two instruments were used: (1) The Organizational Climate Description Questionnaire (OCDQ) dealing with eight…

High-Performance Work Systems and School Effectiveness: The Case of Malaysian Secondary Schools

ERIC Educational Resources Information Center

Maroufkhani, Parisa; Nourani, Mohammad; Bin Boerhannoeddin, Ali

2015-01-01

This study focuses on the impact of high-performance work systems on the outcomes of organizational effectiveness with the mediating roles of job satisfaction and organizational commitment. In light of the importance of human resource activities in achieving organizational effectiveness, we argue that higher employees' decision-making capabilities…

Examining the Effects of Gender, Poverty, Attendance, and Ethnicity on Algebra, Geometry, and Trigonometry Performance in a Public High School

ERIC Educational Resources Information Center

Shafiq, Hasan

2013-01-01

Over the last few decades school accountability for student performance has become an issue at the forefront of education. The federal No Child Left Behind Act of 2001 (NCLB) and various regulations by individual states have set standards for student performance at both the district and individual public and charter school levels, and certain…

The U.S. Department of Education's Improving America's Schools Summer Institute 2000 Proceedings: Strategies for Turning Around Low-Performing Schools (Washington, DC, July 13-14, 2000).

ERIC Educational Resources Information Center

Ahearn, Charles, Ed.; Nalley, Donna, Ed.

This document contains proceedings of a conference that fostered discussion on how low-performing schools become successful. Principal speakers were Michael Cohen, Assistant Secretary, Office of Elementary and Secondary Education, U.S. Department of Education, who spoke about the demand for increased performance and high standards; Dennis Parker,…

The 9th grade shock and the high school dropout crisis.

PubMed

Pharris-Ciurej, Nikolas; Hirschman, Charles; Willhoft, Joseph

2012-05-01

Retrospective questions on educational attainment in national surveys and censuses tend to over-estimate high school graduation rates by 15-20% points relative to administrative records. Administrative data on educational enrollment are, however, only available at the aggregate level (state, school district, and school levels) and the recording of inter-school transfers are generally incomplete. With access to linked individual-level administrative records from a very large "West Coast metropolitan school district" we track patterns of high school attrition and on-time high school graduation of individual students. Even with adjustments for the omission of out-of-district transfers (estimates of omission are presented), the results of this study show that failure in high school, as indexed by retention and attrition, are almost as common as on-time high school graduation. In addition to the usual risk factors of disadvantaged background, we find that the "9th grade shock"-an unpredicted decline in academic performance upon entering high school-is a key mechanism behind the continuing crisis of high school attrition. Copyright © 2011 Elsevier Inc. All rights reserved.

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.…

School Improvement under Test-Driven Accountability: A Comparison of High- and Low-Performing Middle Schools in California. CSE Report 717

ERIC Educational Resources Information Center

Mintrop, Heinrich; Trujillo, Tina

2007-01-01

Based on in-depth data from nine demographically similar schools, the study asks five questions in regard to key aspects of the improvement process and that speak to the consequential validity of accountability indicators: Do schools that differ widely according to system performance criteria also differ on the quality of the educational…

Instructional Experiences That Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus

ERIC Educational Resources Information Center

Wade, Carol H.; Sonnert, Gerhard; Sadler, Philip M.; Hazari, Zahra

2017-01-01

Using data from the first National study on high school preparation for college calculus success, the Factors Influencing College Success in Mathematics (FICSMath) project, this article connects student high school instructional experiences to college calculus performance. The findings reported here reveal that students were better prepared for…

Understanding Differences in Instructional Quality between High and Lower Value-Added Schools in a Large Urban District

ERIC Educational Resources Information Center

Smith, Thomas M.; Preston, Courtney; Haynes, Katherine Taylor; Booker, Laura Neergaard

2015-01-01

Background/Context: High schools are under increasing pressure to move beyond just graduating students, and many high schools today continue to have low rates of student retention and learning, particularly for students from traditionally low-performing subgroups. Differential dropout rates, wherein low-income students, minorities, and English…

Air Toxics under the Big Sky: A Real-World Investigation to Engage High School Science Students

ERIC Educational Resources Information Center

Adams, Earle; Smith, Garon; Ward, Tony J.; Vanek, Diana; Marra, Nancy; Jones, David; Henthorn, Melissa; Striebel, Jim

2008-01-01

This paper describes a problem-based chemistry education model in which students perform scientific research on a local environmentally relevant problem. The project is a collaboration among The University of Montana and local high schools centered around Missoula, Montana. "Air Toxics under the Big Sky" involves high school students in collecting…

A Prospectus to Study the Effect of High School Academic Performance Index on University Eligibility. Working Paper WP/05-06

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2005

2005-01-01

The California Postsecondary Education Commission periodically conducts studies of university eligibility of public high school graduates. The eligibility rates from these studies are the proportion of high school graduates who qualify for freshman admission to California public universities. Eligibility is based on completion of specific high…

The Cost of High-Quality Pre-School Education in New Jersey

ERIC Educational Resources Information Center

Belfield, Clive; Schwartz, Heather

2007-01-01

This report calculates the full cost of providing well-planned, high quality pre-school for children in New Jersey, as required under "Abbott vs. Burke" (153 NJ 480 1998). The evidence on how high-quality pre-school improves the academic performance of children is compelling. After a rapid expansion over the last decade, many children in…

The Academic Ethic and the Transition to College

ERIC Educational Resources Information Center

Smith, William L.; Zhang, Pidi

2009-01-01

This paper investigates one aspect of the transition of students from high school to college. It assesses whether students who had an academic ethic in high school performed better in their first semester of college than students who did not possess an academic ethic in high school. Survey data were collected from students at a medium-sized state…

Aztec Middle College: High School Alternatives in Community Colleges

ERIC Educational Resources Information Center

Olsen, Lynette

2010-01-01

The traditional high school model derived from the factory deficit model of the early 1900s has left many students, mainly minorities and/or low socioeconomic students, disenfranchised. This is evident in the poor school performance and high dropout rates of such students. Whereas the factory deficit model was created to promote only a few high…

From Great to Good: Principals' Sensemaking of Student Performance Decline in Formerly High Achieving High Poverty Schools

ERIC Educational Resources Information Center

Darbonne, Deborah

2016-01-01

School level leadership is second only to effective instruction as essential to high student achievement (Leithwood, Louis, Anderson & Wahlstrom, 2004). Although factors such as socioeconomic levels and parental involvement contribute to the academic success of students, school leadership outweighs the impact of those factors. In the era of…

The Impact of Mobility on Student Performance and Teacher Practice

ERIC Educational Resources Information Center

Isernhagen, Jody C.; Bulkin, Nadia

2011-01-01

This article examines the effects that high mobility can have on highly mobile students, non-mobile students, teachers, and schools, with particular focus on the effect of high mobility on academic achievement. A mixed-methods study with data collected from public schools in Nebraska during the 2007-2008 and 2008-2009 school years finds that…

Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

ERIC Educational Resources Information Center

Karatas, Hakan; Alci, Bulent; Aydin, Hasan

2013-01-01

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

Sleep patterns in high school and university students: a longitudinal study.

PubMed

Urner, Martin; Tornic, Jure; Bloch, Konrad E

2009-08-01

We performed a longitudinal study to investigate whether changes in social zeitgebers and age alter sleep patterns in students during the transition from high school to university. Actimetry was performed on 24 high-school students (mean age+/-SD: 18.4+/-0.9 yrs; 12 females) for two weeks. Recordings were repeated in the same subjects 5 yrs later when they were university students. The sleep period duration and its center, the mid-sleep time, and total sleep time were estimated by actimetry. Actigraphic total sleep time was similar when in high school and at the university on school days (6.31+/-0.47 vs. 6.45+/-0.80 h, p = ns) and longer on leisure days by 1.10+/-1.10 h (p < 0.0001 vs. school days) when in high school, but not at the university. Compared to the high school situation, the mid-sleep time was delayed when at the university on school days (03:11+/-0.6 vs. 03:55+/-0.7 h, p < 0.0001), but not on leisure days. Individual mid-sleep times on school and leisure days when in high school were significantly correlated with the corresponding values 5 yrs later when at the university (r = 0.58 and r = 0.55, p < 0.05, respectively). The large differences in total sleep time between school and leisure days when students attended high school and the delayed mid-sleep time on school days when students attended university are consistent with a circadian phase shift due to changes in class schedules, other zeitgebers, and lifestyle preferences. Age-related changes may also have occurred, although some individuality of the sleep pattern was maintained during the 5 yr study span. These findings have important implications for optimizing school and work schedules in students of different age and level of education.

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.

Theodore High School: Positive Attitudes

ERIC Educational Resources Information Center

Rourke, James; Boone, Elizabeth

2009-01-01

"You have a choice every day regarding the attitude you will embrace for that day," observes Theodore (Alabama) High School's Web site, effecting the faculty and staff members' belief that raised expectations lead to improved student performance. "Your attitude will make or break our school...," the site continues. "The…

Principals' Leadership Practices and Mathematics Pass Rate in Jamaican High Schools

ERIC Educational Resources Information Center

Palmer, David; Hermond, Douglas; Gardiner, Carl

2014-01-01

This research was intended to explore the degree to which leadership practices impacted Jamaican schools' mathematics achievement. More specifically, the researchers examined Jamaica's high school students' CSEC mathematics performance in relation to principals' instructional leadership behaviors as measured by teachers' perceptions, using Kouzes…

Planning schistosomiasis control: investigation of alternative sampling strategies for Schistosoma mansoni to target mass drug administration of praziquantel in East Africa.

PubMed

Sturrock, Hugh J W; Gething, Pete W; Ashton, Ruth A; Kolaczinski, Jan H; Kabatereine, Narcis B; Brooker, Simon

2011-09-01

In schistosomiasis control, there is a need to geographically target treatment to populations at high risk of morbidity. This paper evaluates alternative sampling strategies for surveys of Schistosoma mansoni to target mass drug administration in Kenya and Ethiopia. Two main designs are considered: lot quality assurance sampling (LQAS) of children from all schools; and a geostatistical design that samples a subset of schools and uses semi-variogram analysis and spatial interpolation to predict prevalence in the remaining unsurveyed schools. Computerized simulations are used to investigate the performance of sampling strategies in correctly classifying schools according to treatment needs and their cost-effectiveness in identifying high prevalence schools. LQAS performs better than geostatistical sampling in correctly classifying schools, but at a cost with a higher cost per high prevalence school correctly classified. It is suggested that the optimal surveying strategy for S. mansoni needs to take into account the goals of the control programme and the financial and drug resources available.

Cultivating a Growth Mindset in Students at a High-Achieving High School

ERIC Educational Resources Information Center

Fegley, Alan D.

2010-01-01

The purpose of this EPP is to develop a plan for changing the mindset of a large number of Haddonfield Memorial High School (HMHS) students from a fixed mindset to a growth mindset. HMHS is by most conventional measures a high performing school. Typically 100% of the students graduate with 96% of the students attending two or four year colleges…

Experiences of Latina/o Students in "Large Schools in Drag": A Critical Analysis of an Urban Alternative High School

ERIC Educational Resources Information Center

Vélez, William; Antrop-González, René

2007-01-01

This study uses mixed methods to identify the factors linked to varying levels of academic performance among Latina/o students enrolled in an alternative high school. Results from the quantitative analyses suggest students who had highly educated fathers and who reported high levels of English literacy are very likely to be classified as academic…

Enhancing Public School Education: A Collaborative Partnership for School Resiliency

ERIC Educational Resources Information Center

Cunningham, Henry R.; Lewis, Starr

2010-01-01

Urban schools are plagued with multiple issues that contribute to their low graduation rate. University of Louisville took a step forward by partnering with the school district to transform five schools into high performing schools. Building on the strengths of these schools, a collaborative partnership was developed that involved the entire…

The Implications of System 4 Approach on School Leadership Practices

ERIC Educational Resources Information Center

Khumalo, Steph Shuti

2015-01-01

School management is a highly contested research area. Credible research studies consistently argue that there is a positive relationship between school performance and school leadership. Like in any organisation, school principals deploy a number of leadership techniques to ensure that organisational objectives are achieved. School leadership is…

Greenhouse Schools in Boston: School Leadership Practices across a High-Performing Charter Sector

ERIC Educational Resources Information Center

McGovern, Kate

2014-01-01

TNTP has been investigating the importance of school environment and leadership practices using a survey tool called "Instructional Culture Insight," which measures teachers' perceptions of their school environments. In "Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive (2012)," TNTP found…

Effects of Conductor Expressivity on Secondary School Band Members' Performance and Attitudes toward Conducting

ERIC Educational Resources Information Center

Silvey, Brian A.; Koerner, Bryan D.

2016-01-01

We investigated the effects of expressive and unexpressive conducting on secondary school band members' and experts' audio evaluations of band performance expressivity. A conductor, who demonstrated either expressive or unexpressive conducting techniques, led both an eighth-grade and a high school band in four separate "run-throughs" of…

Attitudes of Middle School Students: Learning Online Compared to Face to Face

ERIC Educational Resources Information Center

Edwards, Clayton; Rule, Audrey

2013-01-01

Education in an online setting is an increasingly popular method of instruction. Previous studies comparing college or high school student performance in online and face-to-face courses found, in most cases, similar achievement between conditions. However, research is lacking regarding middle school students' academic performance and attitudes…

English Value-Added Measures: Examining the Limitations of School Performance Measurement

ERIC Educational Resources Information Center

Perry, Thomas

2016-01-01

Value-added "Progress" measures are to be introduced for all English schools in 2016 as "headline" measures of school performance. This move comes despite research highlighting high levels of instability in value-added measures and concerns about the omission of contextual variables in the planned measure. This article studies…

Relationship between Success in Extracurricular Programs and Student Academic Performance in Economically Disadvantaged High Schools

ERIC Educational Resources Information Center

Killgo, Jay

2010-01-01

The purpose of this study was to determine the common characteristics of economically disadvantaged schools that demonstrate success in academics and extracurricular activities. Mixed-method design was used for this study. The quantitative portion of the study determined the correlation between a school's performance in extracurricular activities,…

Extending Research on the Consequences of Parenting Style for Chinese Americans and European Americans.

ERIC Educational Resources Information Center

Chao, Ruth K.

2001-01-01

Examined effects of parent-adolescent relationships on school performance for Chinese American and European American high school students. Found positive effects of both authoritative parenting and relationship closeness on school performance for European Americans and to some extent second-generation Chinese, but not first-generation Chinese. The…

School Attendance Patterns, Unmet Educational Needs, and Truancy: A Chronological Perspective

ERIC Educational Resources Information Center

Spencer, Andrea M.

2009-01-01

This study examines chronological patterns of attendance and academic performance of urban students who are identified as truants in Grade 8. A chronological review of 42 student records, from school entry through Grade 8, identified high frequencies of absenteeism and academic performance issues beginning at school entry and, in many cases,…

Mathematical Problem Posing as a Measure of Curricular Effect on Students' Learning

ERIC Educational Resources Information Center

Cai, Jinfa; Moyer, John C.; Wang, Ning; Hwang, Stephen; Nie, Bikai; Garber, Tammy

2013-01-01

In this study, we used problem posing as a measure of the effect of middle-school curriculum on students' learning in high school. Students who had used a standards-based curriculum in middle school performed equally well or better in high school than students who had used more traditional curricula. The findings from this study not only show…

Yoga Improves Academic Performance in Urban High School Students Compared to Physical Education: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Hagins, Marshall; Rundle, Andrew

2016-01-01

Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster-randomized 112 students within a single New York City public high school to participate in either school-based yoga or physical education (PE) for an entire academic year. The primary…

Who Goes to Graduate School? Tracking 2003 ACT®-Tested High School Graduates for More than a Decade. ACT Research Report Series, 2015 (2)

ERIC Educational Resources Information Center

Mattern, Krista; Radunzel, Justine

2015-01-01

Many students who earn a bachelor's degree also aspire to earn a graduate degree. In this study, we examined student and institutional characteristics that are related to graduate school enrollment. Student characteristics included demographic characteristics; high school performance measures, coursework taken, and extracurricular activities;…

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…

Sustaining School Improvement in a High-Need School: Longitudinal Analysis of Robbins Elementary School (USA) from 1993 to 2015

ERIC Educational Resources Information Center

Okilwa, Nathern; Barnett, Bruce

2017-01-01

Purpose: The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach: The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with…

Key Strategies Used by Title I Elementary School Principals to Increase Student Achievement in Six San Bernardino County Schools

ERIC Educational Resources Information Center

Brown, Marcie

2011-01-01

Purpose: The purpose of this case study was to determine key strategies in the areas of instructional leadership, communication, and empowerment used by the principals of selected high-poverty elementary schools in two high-poverty San Bernardino County school districts that exceeded their Academic Performance Index growth target score by forty or…

The 9th Grade Shock and the High School Dropout Crisis

PubMed Central

Pharris-Ciurej, Nikolas; Hirschman, Charles; Willhoft, Joseph

2011-01-01

Retrospective questions on educational attainment in national surveys and censuses tend to over-estimate high school graduation rates by 15 to 20 percentage points relative to administrative records. Administrative data on educational enrollment are, however, only available at the aggregate level (state, school district, and school levels) and the recording of inter-school transfers are generally incomplete. With access to linked individual-level administrative records from a very large “West Coast metropolitan school district” we track patterns of high school attrition and on-time high school graduation of individual students. Even with adjustments for the omission of out-of-district transfers (estimates of omission are presented), the results of this study show that failure in high school, as indexed by retention and attrition, are almost as common as on-time high school graduation. In addition to the usual risk factors of disadvantaged background, we find that the “9th grade shock”—an unpredicted decline in academic performance upon entering high school—is a key mechanism behind the continuing crisis of high school attrition. PMID:23017804

Foreign-born Peers and Academic Performance.

PubMed

Conger, Dylan

2015-04-01

The academic performance of foreign-born youth in the United States is well studied, yet little is known about whether and how foreign-born students influence their classmates. In this article, I develop a set of expectations regarding the potential consequences of immigrant integration across schools, with a distinction between the effects of sharing schools with immigrants who are designated as English language learners (ELL) and those who are not. I then use administrative data on multiple cohorts of Florida public high school students to estimate the effect of immigrant shares on immigrant and native-born students' academic performance. The identification strategy pays careful attention to the selection problem by estimating the effect of foreign-born peers from deviations in the share foreign-born across cohorts of students attending the same school in different years. The assumption underlying this approach is that students choose schools based on the composition of the entire school, not on the composition of each entering cohort. The results of the analysis, which hold under several robustness checks, indicate that foreign-born peers (both those who are ELL and those who are non-ELL) have no effect on their high school classmates' academic performance.

Understanding adolescents' sleep patterns and school performance: a critical appraisal.

PubMed

Wolfson, Amy R; Carskadon, Mary A

2003-12-01

The present paper reviews and critiques studies assessing the relation between sleep patterns, sleep quality, and school performance of adolescents attending middle school, high school, and/or college. The majority of studies relied on self-report, yet the researchers approached the question with different designs and measures. Specifically, studies looked at (1) sleep/wake patterns and usual grades, (2) school start time and phase preference in relation to sleep habits and quality and academic performance, and (3) sleep patterns and classroom performance (e.g., examination grades). The findings strongly indicate that self-reported shortened total sleep time, erratic sleep/wake schedules, late bed and rise times, and poor sleep quality are negatively associated with academic performance for adolescents from middle school through the college years. Limitations of the current published studies are also discussed in detail in this review.

School-Based Peer Mentoring in High School: A Program Evaluation Study

ERIC Educational Resources Information Center

Cooper, Felicia Cecile

2017-01-01

The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a…

Establishing Proficiency Standards for High School Graduation.

ERIC Educational Resources Information Center

Herron, Marshall D.

The Oregon State Board of Education has rejected the use of cut-off scores on a proficiency test to establish minimum performance standards for high school graduation. Instead, each school district is required to specify--by local board adoption--minimum competencies in reading, writing, listening, speaking, analyzing, and computing. These…

The Coach's Learning Community: Standards-Based Program Develops School Wide Capacity

ERIC Educational Resources Information Center

Reitz, Diane; Hall, Gene E.

2017-01-01

Challenges inherent to increasing student literacy are well-documented particularly in under performing schools. Those challenges increase in schools experiencing high staff turnover, high populations of English language learners, and greater poverty. In order to improve student learning in these communities there needs to be a comprehensive…

Effects of Instant Messaging on School Performance in Adolescents.

PubMed

Grover, Karan; Pecor, Keith; Malkowski, Michael; Kang, Lilia; Machado, Sasha; Lulla, Roshni; Heisey, David; Ming, Xue

2016-06-01

Instant messaging may compromise sleep quality and school performance in adolescents. We aimed to determine associations between nighttime messaging and daytime sleepiness, self-reported sleep parameters, and/or school performance. Students from 3 high schools in New Jersey completed anonymous questionnaires assessing sleep duration, daytime sleepiness, messaging habits, and academic performance. Of the 2,352 students sampled, 1,537 responses were contrasted among grades, sexes, and messaging duration, both before and after lights out. Students who reported longer duration of messaging after lights out were more likely to report a shorter sleep duration, higher rate of daytime sleepiness, and poorer academic performance. Messaging before lights out was not associated with higher rates of daytime sleepiness or poorer academic performance. Females reported more messaging, more daytime sleepiness, and better academic performance than males. There may be an association between text messaging and school performance in this cohort of students. © The Author(s) 2016.

Relationship of Muscular Strength on Work Performance in High School Students with Mental Retardation

ERIC Educational Resources Information Center

Smail, Karen M.; Horvat, Michael

2006-01-01

The relationship of muscular strength on work performance measures in high school students with mild mental retardation was investigated. Ten students from a self contained Special Education class were matched according to age, gender, height, and weight then randomly assigned to either the treatment group or control group. The treatment group…

Internal Consistency of Performance Evaluations as a Function of Music Expertise and Excerpt Familiarity

ERIC Educational Resources Information Center

Kinney, Daryl W.

2009-01-01

The purpose of this study was to examine the effects of music experience and excerpt familiarity on the internal consistency of performance evaluations. Participants included nonmusic majors who had not participated in high school music ensembles, nonmusic majors who had participated in high school music ensembles, music majors, and experts…

Academic Performance and Substance Use: Findings from a State Survey of Public High School Students

ERIC Educational Resources Information Center

Cox, Regan G.; Zhang, Lei; Johnson, William D.; Bender, Daniel R.

2007-01-01

Background: Previous investigations have shown that low academic achievers are more likely to smoke cigarettes, drink alcohol, and use marijuana and other illicit drugs. This study investigated the relationship between academic performance and substance use among public high school students in Mississippi. Methods: The sampling frame for the 2003…

Test Scores, Dropout Rates, and Transfer Rates as Alternative Indicators of High School Performance

ERIC Educational Resources Information Center

Rumberger, Russell W.; Palardy, Gregory J.

2005-01-01

This study investigated the relationships among several different indicators of high school performance: test scores, dropout rates, transfer rates, and attrition rates. Hierarchical linear models were used to analyze panel data from a sample of 14,199 students who took part in the National Education Longitudinal Survey of 1988. The results…

The Influence of Social Networks on High School Students' Performance

ERIC Educational Resources Information Center

Abu-Shanab, Emad; Al-Tarawneh, Heyam

2015-01-01

Social networks are becoming an integral part of people's lives. Students are spending much time on social media and are considered the largest category that uses such application. This study tries to explore the influence of social media use, and especially Facebook, on high school students' performance. The study used the GPA of students in four…

The Effect of Studying Tech Prep in High School and College Academic Performance

ERIC Educational Resources Information Center

Ray, Larry A.

2011-01-01

This study examined the academic performance of Tech Prep students (referred to as participants) in comparison to non-Tech Prep students (referred to as non-participants) entering a two-year community college from sixteen different high schools in Stark County, Ohio. This study provided a quantitative analysis of students' academic experiences to…

Effectiveness of Selected Advanced Placement Programs on the Academic Performance and College Readiness of High School Students

ERIC Educational Resources Information Center

Lewis, Traschell S.

2012-01-01

The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academic performance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…

Analyzing Performance by Grade 10 Hispanic High School Students on the Massachusetts State Assessment. Summary. Issues & Answers. REL 2009-No. 071

ERIC Educational Resources Information Center

Sanchez, Maria Teresa; Ehrlich, Stacy; Midouhas, Emily; O'Dwyer, Laura

2009-01-01

Massachusetts policymakers have expressed concern about the consistently lower scores of Hispanic students, compared to other subgroups, on the Massachusetts Comprehensive Assessment System (MCAS). This summary describes a larger report that examines Hispanic high school students' performance on the MCAS tests in English language arts and…

The Impact of Various Quizzing Patterns on the Test Performance of High School Economics Students

ERIC Educational Resources Information Center

Robertson, William L.

2010-01-01

Presenting college students, in a wide variety of content areas, with frequent announced and unannounced quizzes appears to correlate positively with enhanced test performance. The purpose of this quantitative study was to examine if similar results can be achieved with high school students in a standard economics class. Based on a theoretical…

Effective Teaching Communities: Lessons from High-Needs, High-Performing Delaware Schools. SREB Spotlight Series

ERIC Educational Resources Information Center

Gandha, Tysza; Baxter, Andy

2016-01-01

Teachers hold the greatest potential impact on student achievement compared to every other in-school factor. Yet schools with the greatest needs, those with a high percentage of low-income students and students of color, face the greatest teacher and leader turnover. They also often have less experienced and less effective teachers, according to…

The Relationship between Self-Perceptions of Accountability by High School Principals and Student Test Scores

ERIC Educational Resources Information Center

Koester, Edward L.

2010-01-01

The high school principalship has been designated an area of professional shortage by many states. Resignations and terminations have been numerous as a result of poor student test performance. The purpose of this ex post facto correlation study was to investigate the self-perceptions of accountability by high school principals as they related to…

Preparing English Learners for College and Career: Lessons from Successful High Schools. Language and Literacy Series

ERIC Educational Resources Information Center

Santos, Maria; Palacios, Martha Castellón; Cheuk, Tina; Greene, Rebecca; Mercado-Garcia, Diana; Zerkel, Lisa; Hakuta, Kenji; Skarin, Renae

2018-01-01

How do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? This valuable book profiles six high-performing high schools that had a singular focus on improving the educational outcomes of English learners. The authors use these case studies to identify a comprehensive…

"Chartering" Maryland's Future: Is There an Expanded Role for National Charter Management Organizations in Our Schools? The Abell Report. Volume 28, No. 1

ERIC Educational Resources Information Center

Abell Foundation, 2015

2015-01-01

Over the past decade, a handful of high performing public charter schools have developed in Baltimore, but the need for high quality educational offerings, particularly for low-income students, remains high. "'Chartering' Maryland's Future: Is There an Expanded Role for National Charter Management Organizations in Our Schools?" considers…

High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

ERIC Educational Resources Information Center

Loehr, John F.; Almarode, John T.; Tai, Robert H.; Sadler, Philip M.

2012-01-01

In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the…

The Influence of Instructional Minutes on Grade 11 Language Arts and Mathematics High School Proficiency Assessment Performance

ERIC Educational Resources Information Center

Welcome, Simone E.

2017-01-01

The purpose for this cross-sectional, non-experimental explanatory quantitative research study was to explain the amount of variance in the High School Proficiency Assessment-11 Language Arts and Mathematics scores accounted for by the amount of instructional minutes at high schools in New Jersey. A proportional, stratified random sample which…

The Effects of Two Scheduling Formats on Student Achievement in a Suburban High School Setting

ERIC Educational Resources Information Center

Jackson, Kenyada Morton

2013-01-01

Limited studies have been conducted on the relationship between scheduling formats and academic performance of high school students. At the target high school, students underperform on standardized tests in English language arts (ELA) and math. The purpose of this causal comparative quantitative study was to compare the means of ELA and math test…

Academic Rigor and Economic Value: GED[R] and High School Students' Perceptions and Misperceptions of the GED[R] vs. the High School Diploma

ERIC Educational Resources Information Center

Horne, Lela M.; Rachal, John R.; Shelley, Kyna

2012-01-01

A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED[R] student perceptions of credential value. An exploratory factor analysis (n=326) extracted four factors and then a MANOVA procedure was performed with a stratified quota sample…

Binge drinking and associated factors among school students: a cross-sectional study in Zhejiang Province, China.

PubMed

Wang, Hao; Hu, Ruying; Zhong, Jieming; Du, Huaidong; Fiona, Bragg; Wang, Meng; Yu, Min

2018-04-12

To investigate the prevalence and correlating factors of binge drinking among middle and high school students in Zhejiang Province, China. We performed a cross-sectional study using data from a school-based survey. A total of 23 543 (response rate=97.5%) eligible adolescents from 442 different schools (including middle schools, academic high schools and vocational high schools) were asked to fill in an anonymous self-administered behaviour questionnaire between April and May 2017. Multivariable logistic regression models were used to examine the associations of sociodemographic and behavioural factors with binge drinking. The mean (SD) age of participants was 15.6 (1.7) years and 51.3% were boys. The proportions of students from middle schools, academic high schools and vocational high schools were 51.9%, 27.5% and 20.6%, respectively. In total, 22.8% (95% CI 21.6 to 23.9) of students reported drinking alcohol in the past 30 days and 9.2% (95% CI 8.5 to 10.0) of students reported binge drinking (defined as drinking four or more alcoholic drinks in 1-2 hours period among girls and five or more alcoholic drinks among boys) during the past month. The prevalence of binge drinking was highest among vocational high school students (17.9% vs 6.3% and 7.7% among middle school and academic high school students, respectively). Older age, studying at high school, poor academic performance, higher levels of physical activity, excessive screen-time, loneliness, insomnia, previous suicide attempt, cigarette smoking, fighting, being bullied and sexual experience were found to be positively associated with adolescent binge drinking. Binge drinking is common among middle and high school students in Zhejiang, China. Efforts to prevent binge drinking may need to address a cluster of sociodemographic and behavioural factors. Our findings provide information to enable healthcare providers to identify students at high-risk of binge drinking and to inform planning of intervention measures for at-risk students. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Examining the Perceptions of Gwinnett and Cobb County Georgia Principals to Determine the Strategies Needed to Improve Performance and Graduation Rates of African-American Males in Metropolitan U.S. Schools

ERIC Educational Resources Information Center

Henderson, Darren L.

2012-01-01

The purpose of this study was to examine the perceptions of high school administrators in Gwinnett and Cobb Counties, Georgia that have successfully narrowed the achievement gap for high school African-American males as to: (a) why the achievement gap continues to occur in other metropolitan high schools in the United States; (b) what successful…

Dynamic Warm-Up Protocols, With and Without a Weighted Vest, and Fitness Performance in High School Female Athletes

PubMed Central

Faigenbaum, Avery D; McFarland, James E; Schwerdtman, Jeff A; Ratamess, Nicholas A; Kang, Jie; Hoffman, Jay R

2006-01-01

Context: Recent authors have not found substantial evidence to support the use of static stretching for improving performance, so interest in dynamic warm-up procedures has risen. Our findings may improve the understanding of the acute effects of different types of pre-exercise protocols on performance and may help clinicians develop effective warm-up protocols for sports practice and competition. Objective: To examine the acute effects of 4 warm-up protocols with and without a weighted vest on anaerobic performance in female high school athletes. Design: Randomized, counterbalanced, repeated-measures design. Setting: High school fitness center. Patients or Other Participants: Eighteen healthy high school female athletes (age = 15.3 ± 1.2 years, height = 166.3 ± 9.1 cm, mass = 61.6 ± 10.4 kg). Intervention(s): After 5 minutes of jogging, subjects performed 4 randomly ordered warm-up protocols: (1) Five static stretches (2 × 30 seconds) (SS), (2) nine moderate-intensity to high-intensity dynamic exercises (DY), (3) the same 9 dynamic exercises performed with a vest weighted with 2% of body mass (DY2), and (4) the same 9 dynamic exercises performed with a vest weighted with 6% of body mass (DY6). Main Outcome Measure(s): Vertical jump, long jump, seated medicine ball toss, and 10-yard sprint. Results: Vertical jump performance was significantly greater after DY (41.3 ± 5.4 cm) and DY2 (42.1 ± 5.2 cm) compared with SS (37.1 ± 5.1 cm), and long jump performance was significantly greater after DY2 (180.5 ± 20.3 cm) compared with SS (160.4 ± 20.8 cm) ( P ≤ .05). No significant differences between trials were observed for the seated medicine ball toss or 10-yard sprint. Conclusions: A dynamic warm-up performed with a vest weighted with 2% of body mass may be the most effective warm-up protocol for enhancing jumping performance in high school female athletes. PMID:17273458

[The determinants of adolescent smoking by gender and type of school in Korea].

PubMed

Kim, Hyuncheol; Kim, Eun-kyong; Choi, Eun-Sil; Kim, Yu-Jeong; Lee, Hyun-Ju; Kim, Jong-Ju; Jang, Hyung-Suk; Shim, Kyung-Seon; Jeon, Sang-Nam; Kang, Yo-Han; Kang, Hyunseok; Oh, Juwhan; Cho, Kung Sook; Kwon, Soonman

2006-09-01

This study assessed the influences of various factors that are related to youth smoking such as gender, age and type of school, and we wanted to provide supporting data for tailored and effective policy initiatives to reduce adolescent smoking. A self-report survey was conducted on 14,910 teen-age students who were selected based on the nationwide distribution of students in large and small cities and counties, the gender ratio of the students and the ratio of students attending various type of school at 38 middle and high schools in six representative areas of each province. The survey was handled and managed by a health education teacher at each school. Binary and multinomial logistic regression was used in the analyses. Smoking by adolescents was associated with gender, age and even height. Male high school students tended to smoke more than female high school students, but this differences was not significant for middle school students. The older the adolescents were, the more likely that they smoked, except for the female high school students. Height was meaningful for all adolescents, except for the boys at the vocational high schools. Monthly allowance was significant for all adolescents. School factors such as type of school and the students' school performance were also crucial factors. Attending a vocational high school was strongly related to smoking, especially for girls. Students' school performance and the perceived level of stress were strongly associated with smoking, especially for boys. Home factors such as the relationship with parents and conversation time with family members were closely related to smoking behavior. Knowledge about the health hazard of smoking was also found to be strongly related to adolescent smoking. In conclusion, demographic factors, school factors, home surroundings and the perception on the harmfulness of smoking are strongly related to adolescent smoking behavior, but these differ from gender and type of school.

Perceptions Of School Culture (POSC) User Manual and Technical Report

ERIC Educational Resources Information Center

Cowley, Kimberly S.; Voelkel, Susan; Finch, Nicole L.; Meehan, Merrill L.

2005-01-01

The Perceptions Of School Culture (POSC) instrument was designed to measure the perceptions of a school staff regarding various dimensions of school culture contained in a hypothesized model of school cultural change. Specifically, this model posits that the development of a high-performance learning culture is influenced by school vision and…

Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools

ERIC Educational Resources Information Center

Tung, Rosann; Diez, Virginia; Gagnon, Laurie; Uriarte, Miren; Stazesky, Pamela

2011-01-01

This study is part of a collaborative project entitled "Identifying Success in Schools and Programs for English Language Learners in Boston Public Schools". The companion to this report, entitled "Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools", provides a…

Strong Agents and Weak Systems: University Support for School Level Improvement

ERIC Educational Resources Information Center

Nehring, James H.; O'Brien, Ellen J.

2012-01-01

This study examined individual and school level factors that advance and suppress the traits of high performing schools. Based on action plans and reflective journals of 28 school level practitioners in 14 schools across 10 school districts, researchers tracked the progress of each practitioner from participation in a university-based school…

Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement

ERIC Educational Resources Information Center

Grissom, Jason A.; Kalogrides, Demetra; Loeb, Susanna

2017-01-01

School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data--including achievement data from untested grades--and teacher survey data from a large urban district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find…

Impact of the School Coexistence on Academic Performance According to Perception of Typically Developing and Special Educational Needs Students

ERIC Educational Resources Information Center

Cerda, Gamal A.; Salazar, Yasna S.; Guzmán, Cristian E.; Narváez, Gabriela

2018-01-01

This descriptive correlational study aims to compare the perception about eight dimensions of school coexistence of typically developing high school students (n = 545) and students with special educational needs (n = 75) from Chile and their relationship with the general academic performance. Based on the analysis of hierarchical and…

Measuring the Sources of Self-Efficacy among Secondary School Music Students

ERIC Educational Resources Information Center

Zelenak, Michael S.

2015-01-01

The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants (N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much…

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…

Mayoral Governance and Student Achievement: How Mayor-Led Districts Are Improving School and Student Performance

ERIC Educational Resources Information Center

Wong, Kenneth K.; Shen, Francis X.

2013-01-01

Mayoral control and accountability is one of very few major education reforms that aim at governance coherence in this nation's highly fragmented urban school systems. A primary feature of mayoral governance is that it holds the office of the mayor accountable for school performance. As an institutional redesign, mayoral governance integrates…

School Correlates of Academic Behaviors and Performance among McKinney-Vento Identified Youth

ERIC Educational Resources Information Center

Stone, Susan; Uretsky, Mathew

2016-01-01

We utilized a pooled sample of elementary, middle, and high school-aged children identified as homeless via definitions set forth by McKinney-Vento legislation in a large urban district in California to estimate the extent to which school factors contributed to student attendance, suspensions, test-taking behaviors, and performance on state…

A Qualitative Multi-Site Case Study: Examining Principals' Leadership Styles and School Performance

ERIC Educational Resources Information Center

Preyear, Loukisha

2015-01-01

The purpose of this qualitative multi-site case study was to explore the impact of principals' leadership styles on student academic achievement in a high-poverty low-performing school district in Louisiana. A total of 17 participants, principals and teachers, from this school district were used in this study. Data source triangulation of…

Class of 2015 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

ERIC Educational Resources Information Center

Navarro, Maria V.

2016-01-01

This memorandum describes the Advanced Placement (AP) and International Baccalaureate (IB) exams participation and performance of 2013 to 2015 public school graduates in Montgomery County Public Schools (MCPS) and the state of Maryland. The results are disaggregated by demographics and high schools. Students in the MCPS Class of 2015 continued to…

Predicting Student Performance in Statewide High-Stakes Tests for Middle School Mathematics Using the Results from Third Party Testing Instruments

ERIC Educational Resources Information Center

Meylani, Rusen; Bitter, Gary G.; Castaneda, Rene

2014-01-01

In this study regression and neural networks based methods are used to predict statewide high-stakes test results for middle school mathematics using the scores obtained from third party tests throughout the school year. Such prediction is of utmost significance for school districts to live up to the state's educational standards mandated by the…

New York City's Public High School Students Review Their Schools' Performance: A Report of a Survey of 1,001 Students.

ERIC Educational Resources Information Center

2001

This study examined New York City public high school students' views and experiences on issues ranging from academics to safety to social services. Two-thirds believed their schools had either stayed the same or worsened over time, while one-third believed they had improved. Two-thirds were confident they would graduate. Students were fairly…

Teachers' Perspectives of the Principals' Invitational Leadership Behaviors, Teacher Job Satisfaction and Principal Effectiveness in High-Poverty Rural Elementary Schools

ERIC Educational Resources Information Center

Younis, Matthew Christopher Zadin

2017-01-01

The purpose of this study was to examine the impact of Invitational Leadership behaviors on school teacher satisfaction, teacher perceptions of the school principal's performance, and to identify if there was a difference between the levels of inviting behaviors of principals at high-achieving and low-achieving rural schools in North Carolina. The…

No Preschooler Left Behind: The Need for High Quality Early Intervention for Children Born into Poverty

ERIC Educational Resources Information Center

Schippers, Vicky

2014-01-01

It is a sad fact that children born into poverty are far less likely to perform well in school and to finish school. Their inadequate schooling then negatively affects their degree of economic success at a large cost to society. The author--a professional tutor for underachieving students at PS 8 and Brooklyn High School for Leadership and…

Administrator Leadership Styles and Their Impact on School Nursing Part II. A High-Performance School Nurse-Building Administrator Relationship Model.

PubMed

Davis, Charles R; Lynch, Erik J

2018-06-01

There is a significant disparity in roles, responsibilities, education, training, and expertise between the school nurse and building administrator. Because of this disparity, a natural chasm must be bridged to optimize student health, safety, well-being, and achievement in the classroom while meeting the individual needs of both professionals. This article constructs and presents a new school nurse-building administrator relationship model, the foundation of which is formed from the pioneering and seminal work on high-performance professional relationships and outcomes of Lewin and Drucker. The authors posit that this new model provides the framework for successful school nurse-building administrator interactions that will lead to optimal student outcomes.

Association of eye color and sex with basketball free throws by elementary school children.

PubMed

Patee, T; Frewen, M; Beer, J

1991-12-01

Dark-eyed individuals perform reactive activities better while light-eyed individuals generally perform self-paced activities better. There were 68 (21 dark- and 47 light-eyed) elementary school children who shot 5 practice and then 15 free throws from the free-throw line in a high school gym. There were no differences in performance between light- and dark-eyed children, but boys scored more free throws than girls.

"Green" School Programs. Research Brief

ERIC Educational Resources Information Center

Johnston, J. Howard

2009-01-01

What are "Green School" programs and how do they benefit students, teachers and the community? Green School programs seek to weave concepts of sustainability and environmental awareness into the social and academic culture of the school community. Green schools are high performance facilities that have been designed, built, renovated operated or…

Teacher Identity and Reform: Intersections within School Culture

ERIC Educational Resources Information Center

Bower, Heather Ann; Parsons, Eileen R. Carlton

2016-01-01

In the era of school accountability, school reform programs aimed at shifting school culture are often implemented in an attempt to increase student achievement as measured by standardized test scores. This ethnographic case study was conducted in Hawk Elementary, a low-performing, high-poverty school. Quantitative and qualitative data collected…

Pacesetter in Personalized Learning

ERIC Educational Resources Information Center

Jacobs, Joanne

2017-01-01

The Chicago International Charter School (CICS) Irving Park's middle school is one of 130 schools nationwide piloting the Summit Learning Program (SLP), developed--and offered entirely free--by Summit Public Schools, a high-performing charter network based in California. Summit's eight schools, two of them in Washington State, are known for an…

Designing Smart Charter School Caps

ERIC Educational Resources Information Center

Dillon, Erin

2010-01-01

In 2007, Andrew J. Rotherham proposed a new approach to the contentious issue of charter school caps, the statutory limits on charter school growth in place in several states. Rotherham's proposal, termed "smart charter school caps," called for quality sensitive caps that allow the expansion of high-performing charter schools while also…

A Study of Six Appalachian High Schools.

ERIC Educational Resources Information Center

Bobbett, Gordon C.; And Others

Common characteristics were investigated in four effective secondary schools in the rural Appalachian regions of Kentucky and Tennessee. A double loop process was used to select schools from a pool recommended by the Chief State School Officers of Kentucky and Tennessee. Schools were rated on aspects of student performance and teacher and…

Voices from the Field: How School Boards Can Support Districtwide School Improvement Efforts. Newsletter

ERIC Educational Resources Information Center

Center for Comprehensive School Reform and Improvement, 2009

2009-01-01

Leadership is crucial for effective, lasting school improvement. Although research has established that strong, competent principals are vital for high-performing schools (Hallinger, 2003; Leithwood, 1994), attention is turning increasingly to the importance of effective district leadership, including school boards and their contributions to…

A Person-Centered Investigation of Academic Motivation and Its Correlates in High School

ERIC Educational Resources Information Center

Wormington, Stephanie V.; Corpus, Jennifer Henderlong; Anderson, Kristen G.

2012-01-01

This study used a person-centered approach to identify naturally occurring combinations of intrinsic motivation and controlled forms of extrinsic motivation (i.e., introjected and external regulation) and their correlates in an academic context. 1061 high school students completed measures of academic motivation, performance, and school-related…

The Nature of Teacher Interactions at a High Achieving, High-Risk Urban Middle School

ERIC Educational Resources Information Center

Heaton, Charles Richard

2010-01-01

Increasingly, teachers are asked to work both systemically and systematically in addressing school performance and student failure. Structuring school communities for teacher collaboration is one area where educators have found common ground; the present and unprecedented need is reflected in the policy statements of the leading education…

Lesbian, Gay, Bisexual and Transgender Students: Perceived Social Support in the High School Environment

ERIC Educational Resources Information Center

Munoz-Plaza, Corrine; Quinn, Sandra Crouse; Rounds, Kathleen A.

2002-01-01

Lesbian, gay, bisexual and transgender youth (LGBT) continue to face extreme discrimination within the school environment. Existing literature suggests that LGBT youth are at high risk for a number of health problems, including suicide ideation and attempts, harassment, substance abuse, homelessness, and declining school performance. This…

Comprehensive School Reform with a Focus on Literacy

ERIC Educational Resources Information Center

Zyburt, Gina M.

2010-01-01

Within the past years of Comprehensive School Reform (CSR), educators have begun to be innovative and employ strategies to support teaching and learning by incorporating high standards and inspiring high performance. Unfortunately, student achievement is not increasing and the achievement gap is continuing to widen. The next step for schools is to…

Making the Grade: Texas Early College High Schools Prepare Students for College. Executive Summary

ERIC Educational Resources Information Center

Jobs for the Future, 2011

2011-01-01

Early college high schools are improving student outcomes in Texas. This performance is being achieved by youth who are underrepresented in college, including Hispanic youth, economically disadvantaged students, and first-generation college goers. In improving readiness for college and careers, early college schools have become an essential part…

Comparing the Effectiveness of Two Models of College Summit Programs in an Urban School Setting

ERIC Educational Resources Information Center

Davis, Wanda

2013-01-01

The inclusion of college preparation programs promote and forecast academic success in postsecondary studies among individual at-risk, African American urban high school students. Past research has shown ongoing, college acceptance, performance, and graduation gaps between at-risk, African American urban high school students when compared to…

Student Success: Stories That Inform High School Change

ERIC Educational Resources Information Center

Shepard, Jerri; Salina, Chuck; Girtz, Suzann; Cox, Jonas; Davenport, Nika; Hillard, Tammy L.

2012-01-01

Sunnyside High School in rural Washington faces many tough issues common to urban schools but has shown a remarkable ability to help students at risk for academic failure. The Sunnyside Intervention Program was developed for students with a history of poor academic performance, many of whom were involved in dangerous activities, including gangs.…

Choices and Challenges: Charter School Performance in Perspective

ERIC Educational Resources Information Center

Wohlstetter, Priscilla; Smith, Joanna; Farrell, Caitlin C.

2013-01-01

As charter schools enter their third decade, research in this key sector remains overwhelmingly contradictory and confused. Many studies are narrowly focused; some do not meet the standards for high-quality academic research. In this definitive work, Wohlstetter and her colleagues isolate and distill the high-quality research on charter schools to…

Why Are Schools Always Begging for Money?

ERIC Educational Resources Information Center

Everhart, Robert B.

2006-01-01

The increased high expectations for student performance has led to greater pressures on school resources. While most families support the idea of quality schools for all students, adequate funding has not matched these high expectations. The vast majority of families are increasingly unable to vote in those additional resources due to a radical…

Test Anxiety and High-Stakes Test Performance between School Settings: Implications for Educators

ERIC Educational Resources Information Center

von der Embse, Nathaniel; Hasson, Ramzi

2012-01-01

With the enactment of standards-based accountability in education, high-stakes tests have become the dominant method for measuring school effectiveness and student achievement. Schools and educators are under increasing pressure to meet achievement standards. However, there are variables which may interfere with the authentic measurement of…

Cultures of Learning in Effective High Schools

ERIC Educational Resources Information Center

Tichnor-Wagner, Ariel; Harrison, Christopher; Cohen-Vogel, Lora

2016-01-01

Purpose: Research indicates that a culture of learning is a key factor in building high schools that foster academic achievement in all students. Yet less is known about which elements of a culture of learning differentiate schools with higher levels of academic performance. To fill this gap, this comparative case study examined the cultures of…

Breaking the Habit of Low Performance: Successful School Restructuring Stories

ERIC Educational Resources Information Center

Brinson, Dana; Rhim, Lauren Morando

2009-01-01

The components of a successful school are clear. Many educators can easily list them: high expectations for all students, a safe and orderly learning environment, strong instructional leadership, highly qualified teachers, data-driven decision making, etc. Then why don't more schools change the what they are doing to mirror them? Knowing the…

Reaching for Rigor: Identifying Practices of Effective High Schools. Research Report

ERIC Educational Resources Information Center

Cannata, Marisa; Haynes, Katherine Taylor; Smith, Thomas M.

2013-01-01

What distinguishes high schools that "beat the odds" for students from traditionally lower-performing groups from schools that struggle to improve the achievement and graduation rates of these student populations? What types of programs, practices, and processes support better than expected outcomes for students at risk of failure? How…

Planning That Matters: Helping Schools Engage in Collaborative, Strategic Problem Solving. Policy Brief

ERIC Educational Resources Information Center

Jerald, Craig

2005-01-01

Earlier this year, the Prichard Committee for Academic Excellence released a report highlighting practices in Kentucky's high-performing, high-poverty schools. Researchers collected information using the same audit tool that the Kentucky Department of Education uses to diagnose problems in schools identified for improvement, then compared those…

High School Graduates: The Influence of Academics and Attendance

ERIC Educational Resources Information Center

Hardnett, Sharon G.

2013-01-01

Public awareness of the severity of the high school completion problem in terms of its educational, social, psychological, and economic impacts has grown in recent years. Using ex post facto data, this non-experimental, correlational study was designed to determine whether there are differences in academic performance and school attendance between…

Challenged Schools, Remarkable Results: Three Lessons from California's Highest Achieving High Schools. A Report on Findings from Year Two of the California Best Practices Study Conducted by Springboard Schools

ERIC Educational Resources Information Center

Oberman, Ida

2005-01-01

In the year 1998, California began a massive experiment that focused on testing students and holding teachers and administrators accountable for results. The goal: dramatic, system-wide improvement. Schools' performance began to be measured using California's Academic Performance Index (API). In 2001, with passage of No Child Left Behind (NCLB),…

Ethnicity and Sex Distinctions in Patterns of Aptitude Factor Scores in a Sample of Urban High School Seniors

ERIC Educational Resources Information Center

Hennessy, James J.; Merrifield, Philip R.

1978-01-01

Three aptitude factor scores for each of 2,985 college bound urban high school seniors were used to compare patterns and levels of performance by sex and ethnic group membership. Significant differences in levels of performance between Blacks, Hispanics, Caucasian Jewish, and Caucasian Gentile were found on factors labeled Verbal, Reasoning, and…

Effects of Flipped Instruction on the Performance and Attitude of High School Students in Mathematics

ERIC Educational Resources Information Center

Casem, Remalyn Q.

2016-01-01

This study aimed to determine the effects of flipped instruction on the performance and attitude of high school students in Mathematics. The study made use of the true experimental design, specifically the pretest-posttest control group design. There were two instruments used to gather data, the pretest-posttest which was subjected to validity and…

Model Policies in Support of High Performance School Buildings for All Children

ERIC Educational Resources Information Center

21st Century School Fund, 2006

2006-01-01

Model Policies in Support of High Performance School Buildings for All Children is to begin to create a coherent and comprehensive set of state policies that will provide the governmental infrastructure for effective and creative practice in facility management. There are examples of good policy in many states, but no state has a coherent set of…

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…

High School Grades and University Performance: A Case Study

ERIC Educational Resources Information Center

Cyrenne, Philippe; Chan, Alan

2012-01-01

A critical issue facing a number of colleges and universities is how to allocate first year places to incoming students. The decision to admit students is often based on a number of factors, but a key statistic is a student's high school grades. This paper reports on a case study of the subsequent performance at the University of Winnipeg of high…

A Descriptive Study of High School and University Students' Focus of Attention in Fast and Slow Orchestral Excerpts

ERIC Educational Resources Information Center

MacLeod, Rebecca B.; Geringer, John M.; Scott, Laurie

2009-01-01

The purpose of this study was to investigate listener discrimination of orchestral performances and to ascertain focus of listener attention to technical and expressive music elements of those performances. High School (n = 84) and University (n = 84) music students listened to four orchestral excerpts: two slow/soft excerpts and two fast/loud…

The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status

ERIC Educational Resources Information Center

An, Brian P.

2013-01-01

I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students…

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'…