Sample records for school level performance
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[A school-level longitudinal study of clinical performance examination scores].
Park, Jang Hee
2015-06-01
This school-level longitudinal study examined 7 years of clinical performance data to determine differences (effects) in students and annual changes within a school and between schools; examine how much their predictors (characteristics) influenced the variation in student performance; and calculate estimates of the schools' initial status and growth. A school-level longitudinal model was tested: level 1 (between students), level 2 (annual change within a school), and level 3 (between schools). The study sample comprised students who belonged to the CPX Consortium (n=5,283 for 2005~2008 and n=4,337 for 2009~2011). Despite a difference between evaluation domains, the performance outcomes were related to individual large-effect differences and small-effect school-level differences. Physical examination, clinical courtesy, and patient education were strongly influenced by the school effect, whereas patient-physician interaction was not affected much. Student scores are influenced by the school effect (differences), and the predictors explain the variation in differences, depending on the evaluation domain.
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NASA Astrophysics Data System (ADS)
Tsai, Liang-Ting; Yang, Chih-Chien
2015-05-01
This study was conducted to understand the effect of student-, classroom-, and school-level factors on the science performance of 8th-grade Taiwanese students in the Trends in International Mathematics and Science Study (TIMSS) 2011 by using multilevel analysis. A total of 5,042 students from 153 classrooms of 150 schools participated in the TIMSS 2011 study, in which they were required to complete questionnaires. A 3-level multilevel analysis was used to assess the influence of factors at 3 levels on the science performance of 8th-grade Taiwanese students. The results showed that the provision of education resources at home, teachers' level of education, and school climate were the strongest predictor of science performance at the student, classroom, and school level, respectively. It was concluded that the science performance of 8th-grade Taiwanese students is driven largely by individual factors. Classroom-level factors accounted for a smaller proportion of the total variance in science performance than did school-level factors.
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Abdel Rasoul, G M; Al-Batanony, M A; Mahrous, O A; Abo-Salem, M E; Gabr, H M
2012-10-01
Lead still remains an important problem for poor, inner-city, ethnic minority children, with a particular emphasis on lead paint and dust. In Egypt, there is no national survey about the prevalence of elevated blood lead level among children. To assess the environmental lead level as well as to determine blood lead level among primary school children and find out its relationship with their intelligent quotient (IQ), hemoglobin level, hearing impairment and school performance. 190 primary school children from rural and urban areas were selected and their blood lead levels (BLL), hemoglobin concentrations, IQ, hearing threshold and school performance were measured. Also, environmental lead level was measured in the school and home. The mean value of environmental lead (μg/m3) in urban schools air was significantly higher than that in rural areas. BLL had a significant negative correlation with hemoglobin level and IQ; it was positively correlated with the hearing threshold. With increasing BLL, the school performance of children decreased significantly. Exposure to lead would deteriorate IQ, school performance and hearing level of school children. Even in the absence of overt clinical manifestations of lead toxicity, lead intoxication should be among differential diagnosis in children presenting anemia, intellectual impairment, poor academic performance and hearing impairment.
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ERIC Educational Resources Information Center
Ogg, Tom; Zimdars, Anna; Heath, Anthony
2009-01-01
This article examines the cause of school type effects upon gaining a first class degree at Oxford University, whereby for a given level of secondary school performance, private school students perform less well at degree level. We compare the predictive power of an aptitude test and secondary school grades (GCSEs) for final examination…
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Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement.
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.
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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…
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Piovesan, Chaiana; Antunes, José Leopoldo Ferreira; Mendes, Fausto Medeiros; Guedes, Renata Saraiva; Ardenghi, Thiago Machado
2012-01-01
This study assessed the relation of child oral health-related quality of life with school performance and school absenteeism. We followed a cross-sectional design with a multistage random sample of 312 12-year-old schoolchildren living in Brazil. The participants completed the child perceptions questionnaire (CPQ(11-14) ) that provides information about psychological factors, while their parents or guardians answered questions on their socioeconomic status measured by parents' education level and household income. A dental examination of each child provided information on the prevalence of caries and dental trauma. Data on school performance, which included the results of baseline Brazilian language (Portuguese) tests, and school absenteeism (school days missed) were obtained from the school register. Multilevel linear regression was used to investigate the association among psychological and socioeconomic status and children's school performance. In the multiple model, after adjusting for individual covariates, being a girl was associated with higher school performance (P < 0.05), whereas low household income (P < 0.05), higher mean of CPQ(11-14) (P < 0.05), and higher school days missed (P < 0.001) were identified as individual determinants of lower school performance. When the school-level covariates were included in the model, the association between subjects' level characteristics and school performance still persisted. Children's school performance and absence were influenced by psychological and socioeconomic conditions. © 2012 American Association of Public Health Dentistry.
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Revisiting the relationship between attributional style and academic performance
2015-01-01
Abstract Previous research into the relationship between attributions and academic performance has produced contradictory findings that have not been resolved. The present research examines the role of specific dimensions of attributional style in predicting subsequent academic performance in a sample of pupils (N = 979) from both high‐ and low‐achieving schools. Hierarchical regression and moderation analyses indicate that internal, stable, and global, attributional styles for positive events predict higher levels of academic performance. Global attributions for negative events were related to poorer performance across all schools. Stable attributions for negative events were related to higher levels of performance in high‐achieving schools but not in low‐achieving schools. Higher levels of internality for negative events were associated with higher performance only in low achieving schools. PMID:27594711
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Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement
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
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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.
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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.
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Kim, So Young; Kim, Min-Su; Park, Bumjung; Kim, Jin-Hwan; Choi, Hyo Geun
2017-01-01
Several studies have reported negative relations between allergic diseases and school performance but have not simultaneously considered various allergic diseases, including allergic rhinitis, asthma, and atopic dermatitis, and only examined a limited number of participants. The present study investigated the associations of allergic rhinitis, asthma, and atopic dermatitis with school performance in a large, representative Korean adolescent population. A total of 299,695 7th through 12th grade students participated in the Korea Youth Risk Behaviour Web-based Survey (KYRBWS) from 2009 to 2013. The subjects' history of allergic rhinitis, asthma, and atopic dermatitis and number of school absences due to these diseases in the previous 12 months were examined and compared. School performance was classified into 5 levels. The relations between allergic disorders and school performance were analyzed using multiple logistic regressions with complex sampling and adjusted for the subjects' durations of sleep, days of physical activity, body mass indexes (BMIs), regions of residence, economic levels, parents' education levels, stress levels, smoking status, and alcohol use. A subgroup analysis of the economic groups was performed. Allergic rhinitis was positively correlated with better school performance in a dose-dependent manner (adjusted odds ratios, AOR, [95% confidence interval, CI] = 1.50 [1.43-1.56 > 1.33 [1.28-1.38] > 1.17 [1.13-1.22] > 1.09 [1.05-1.14] for grades A > B > C > D; P < 0.001). Asthma was negatively correlated with better school performance (AOR [95% CI] = 0.74 [0.66-0.83], 0.87 [0.79-0.96], 0.83 [0.75-0.91], 0.93 [0.85-1.02] for performance A, B, C, and D, respectively; P < 0.001). Atopic dermatitis was not significantly correlated with school performance. The subgroup analysis of the students' economic levels revealed associations between allergic diseases and school performance. Compared to other allergic disorders, the asthma group had more school absences due to their symptoms (P < 0.001). School performance was positively correlated with allergic rhinitis and negatively correlated with asthma in Korean adolescents, even after adjusting for other variables. The asthma group had an increased number of school absence days, which presumably contributes to these students' poor school performance.
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Dixon, Donna
2012-04-01
The relationships of students' preadmission academic variables, sex, undergraduate major, and undergraduate institution to academic performance in medical school have not been thoroughly examined. To determine the ability of students' preadmission academic variables to predict osteopathic medical school performance and whether students' sex, undergraduate major, or undergraduate institution influence osteopathic medical school performance. The study followed students who graduated from New York College of Osteopathic Medicine of New York Institute of Technology in Old Westbury between 2003 and 2006. Student preadmission data were Medical College Admission Test (MCAT) scores, undergraduate grade point averages (GPAs), sex, undergraduate major, and undergraduate institutional selectivity. Medical school performance variables were GPAs, clinical performance (ie, clinical subject examinations and clerkship evaluations), and scores on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Clinical Evaluation (CE). Data were analyzed with Pearson product moment correlation coefficients and multivariate linear regression analyses. Differences between student groups were compared with the independent-samples, 2-tailed t test. A total of 737 students were included. All preadmission academic variables, except nonscience undergraduate GPA, were statistically significant predictors of performance on COMLEX-USA Level 1, and all preadmission academic variables were statistically significant predictors of performance on COMLEX-USA Level 2-CE. The MCAT score for biological sciences had the highest correlation among all variables with COMLEX-USA Level 1 performance (Pearson r=0.304; P<.001) and Level 2-CE performance (Pearson r=0.272; P<.001). All preadmission variables were moderately correlated with the mean clinical subject examination scores. The mean clerkship evaluation score was moderately correlated with mean clinical examination results (Pearson r=0.267; P<.001) and COMLEX-USA Level 2-CE performance (Pearson r=0.301; P<.001). Clinical subject examination scores were highly correlated with COMLEX-USA Level 2-CE scores (Pearson r=0.817; P<.001). No statistically significant difference in medical school performance was found between students with science and nonscience undergraduate majors, nor was undergraduate institutional selectivity a factor influencing performance. Students' preadmission academic variables were predictive of osteopathic medical school performance, including GPAs, clinical performance, and COMLEX-USA Level 1 and Level 2-CE results. Clinical performance was predictive of COMLEX-USA Level 2-CE performance.
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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.
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ERIC Educational Resources Information Center
Benbenishty, Rami; Astor, Ron Avi; Roziner, Ilan; Wrabel, Stephani L.
2016-01-01
The present study explores the causal link between school climate, school violence, and a school's general academic performance over time using a school-level, cross-lagged panel autoregressive modeling design. We hypothesized that reductions in school violence and climate improvement would lead to schools' overall improved academic performance.…
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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.
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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
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Sleep complaints affecting school performance at different educational levels.
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.
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Oral health status and academic performance among Ohio third-graders, 2009-2010.
Detty, Amber M R; Oza-Frank, Reena
2014-01-01
Although recent literature indicated an association between dental caries and poor academic performance, previous work relied on self-reported measures. This analysis sought to determine the association between academic performance and untreated dental caries (tooth decay) using objective measures, controlling for school-level characteristics. School-level untreated caries prevalence was estimated from a 2009-2010 oral health survey of Ohio third-graders. Prevalence estimates were combined with school-level academic performance and other school characteristics obtained from the Ohio Department of Education. Linear regression models were developed as a result of bivariate testing, and final models were stratified based upon the presence of a school-based dental sealant program (SBSP). Preliminary bivariate analysis indicated a significant relationship between untreated caries and academic performance, which was more pronounced at schools with an SBSP. After controlling for other school characteristics, the prevalence of untreated caries was found to be a significant predictor of academic performance at schools without an SBSP (P=0.001) but not at schools with an SBSP (P=0.833). The results suggest the association between untreated caries and academic performance may be affected by the presence of a school-based oral health program. Further research focused on oral health and academic performance should consider the presence and/or availability of these programs. © 2014 American Association of Public Health Dentistry.
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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…
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GREEN, JENNIFER GREIF; DUNN, ERIN C.; JOHNSON, RENEE M.; MOLNAR, BETH E.
2011-01-01
Although researchers have identified individual-level predictors of nonphysical bullying among children and youth, school-level predictors (i.e., characteristics of the school environment that influence bullying exposure) remain largely unstudied. Using data from a survey of 1,838 students in 21 Boston public high schools, we used multilevel modeling techniques to estimate the level of variation across schools in student reports of nonphysical bully victimization and identify school-level predictors of bullying. We found significant between school variation in youth reports of nonphysical bullying, with estimates ranging from 25–58%. We tested school-level indicators of academic performance, emotional well-being, and school safety. After controlling for individual-level covariates and demographic controls, the percent of students in the school who met with a mental health counselor was significantly associated with bullying (OR = 1.03, 95% CI = 1.01, 1.06). There was no significant association between school-level academic performance and perceptions of school safety on individual reports of bullying. Findings suggest that prevention and intervention programs may benefit from attending to the emotional well-being of students and support the importance of understanding the role of the school environment in shaping student experiences with bullying. PMID:21532943
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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…
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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…
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The Relationships between School Poverty and Student Achievement in Maine
ERIC Educational Resources Information Center
Silvernail, David L.; Sloan, James E.; Paul, Chelsea R.; Johnson, Amy F.; Stump, Erika K.
2014-01-01
The goal of this study was to examine the relationships between school level poverty found in Maine schools and student academic performance. The evidence clearly shows that there is a relationship. As the percent of poverty increases in a school, student performance declines. But the poverty level alone does not explain the wide variations in…
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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.
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Implementation of Turnaround Strategies in Chronically Low-Performing Schools
ERIC Educational Resources Information Center
Turnbull, Brenda J.; Arcaira, Erikson R.
2012-01-01
There is some evidence to indicate that chronically low-performing schools, whether improving student performance or not, often report pursuing substantially similar policies, programs, and practices. However, while chronically low-performing schools may pursue similar school improvement strategies, there is some evidence that the level and…
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Ruijsbroek, Annemarie; Wijga, Alet H.; Gehring, Ulrike; Kerkhof, Marjan; Droomers, Mariël
2015-01-01
Background Performance in primary school is a determinant of children’s educational attainment and their socio-economic position and health inequalities in adulthood. We examined the relationship between five common childhood health conditions (asthma symptoms, eczema, general health, frequent respiratory infections, and overweight), health related school absence and family socio-economic status on children’s school performance. Methods We used data from 1,865 children in the Dutch PIAMA birth cohort study. School performance was measured as the teacher’s assessment of a suitable secondary school level for the child, and the child’s score on a standardized achievement test (Cito Test). Both school performance indicators were standardised using Z-scores. Childhood health was indicated by eczema, asthma symptoms, general health, frequent respiratory infections, overweight, and health related school absence. Children’s health conditions were reported repeatedly between the age of one to eleven. School absenteeism was reported at age eleven. Highest attained educational level of the mother and father indicated family socio-economic status. We used linear regression models with heteroskedasticity-robust standard errors for our analyses with adjustment for sex of the child. Results The health indicators used in our study were not associated with children’s school performance, independently from parental educational level, with the exception of asthma symptoms (-0.03 z-score / -0.04 z-score with Cito Test score after adjusting for respectively maternal and paternal education) and missing more than 5 schooldays due to illness (-0.18 z-score with Cito Test score and -0.17 z-score with school level assessment after adjustment for paternal education). The effect estimates for these health indicators were much smaller though than the effect estimates for parental education, which was strongly associated with children’s school performance. Conclusion Children’s school performance was affected only slightly by a number of common childhood health problems, but was strongly associated with parental education. PMID:26247468
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Ruijsbroek, Annemarie; Wijga, Alet H; Gehring, Ulrike; Kerkhof, Marjan; Droomers, Mariël
2015-01-01
Performance in primary school is a determinant of children's educational attainment and their socio-economic position and health inequalities in adulthood. We examined the relationship between five common childhood health conditions (asthma symptoms, eczema, general health, frequent respiratory infections, and overweight), health related school absence and family socio-economic status on children's school performance. We used data from 1,865 children in the Dutch PIAMA birth cohort study. School performance was measured as the teacher's assessment of a suitable secondary school level for the child, and the child's score on a standardized achievement test (Cito Test). Both school performance indicators were standardised using Z-scores. Childhood health was indicated by eczema, asthma symptoms, general health, frequent respiratory infections, overweight, and health related school absence. Children's health conditions were reported repeatedly between the age of one to eleven. School absenteeism was reported at age eleven. Highest attained educational level of the mother and father indicated family socio-economic status. We used linear regression models with heteroskedasticity-robust standard errors for our analyses with adjustment for sex of the child. The health indicators used in our study were not associated with children's school performance, independently from parental educational level, with the exception of asthma symptoms (-0.03 z-score / -0.04 z-score with Cito Test score after adjusting for respectively maternal and paternal education) and missing more than 5 schooldays due to illness (-0.18 z-score with Cito Test score and -0.17 z-score with school level assessment after adjustment for paternal education). The effect estimates for these health indicators were much smaller though than the effect estimates for parental education, which was strongly associated with children's school performance. Children's school performance was affected only slightly by a number of common childhood health problems, but was strongly associated with parental education.
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ERIC Educational Resources Information Center
Schoer, Volker; Ntuli, Miracle; Rankin, Neil; Sebastiao, Claire; Hunt, Karen
2010-01-01
Internationally, performance in school Mathematics has been found to be a reliable predictor of performance in commerce courses at university level. Based on the predictive power of school-leaving marks, universities use results from school-leaving Mathematics examinations to rank student applicants according to their predicted abilities. However,…
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The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools
ERIC Educational Resources Information Center
Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa
2017-01-01
Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school's performance level. At elite public schools…
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ERIC Educational Resources Information Center
Nilsen, Trude; Gustafsson, Jan-Eric
2014-01-01
We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science…
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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…
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ERIC Educational Resources Information Center
Hallberg, Kelly; Cook, Thomas D.; Figlio, David
2013-01-01
The goal of this paper is to provide guidance for applied education researchers in using multi-level data to study the effects of interventions implemented at the school level. Two primary approaches are currently employed in observational studies of the effect of school-level interventions. One approach employs intact school matching: matching…
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ERIC Educational Resources Information Center
New York State Education Dept., Albany. Bureau of School Programs Evaluation.
The Performance Indicators in Education program is designed to develop methods of measuring the performance in reading and arithmetic achievement at the elementary school level of the schools of New York State. From data on file at the State Education Department, a set of profiles was developed for each of 628 school districts indicating how the…
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Acute Alcohol Intoxication: Differences in School Levels and Effects on Educational Performance
ERIC Educational Resources Information Center
Van Hoof, Joris J.; Klerk, Frouktje Ade; Van der Lely, Nicolaas
2018-01-01
This study examines the effects of acute alcohol intoxication on adolescents' school performance. In the 2007-2015 period, 3,317 adolescents (ages 12 to 17 years) were treated for acute alcohol intoxication, and 37 adolescents were admitted to the hospital twice. Alcohol intoxication has an overrepresentation in "low" school levels. The…
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Jung, Sunyoung
2008-01-01
Objectives. We examined the association between county-level estimates of children's health status and school district performance in California. Methods. We used 3 data sources: the California Health Interview Survey, district archives from the California Department of Education, and census-based estimates of county demographic characteristics. We used logistic regression to estimate whether a school district's failure to meet adequate yearly progress goals in 2004 to 2005 was a function of child and adolescent's health status. Models included district- and county-level fixed effects and were adjusted for the clustering of districts within counties. Results. County-level changes in children's and adolescent's health status decreased the likelihood that a school district would fail to meet adequate yearly progress goals during the investigation period. Health status did not moderate the relatively poor performance of predominantly minority districts. Conclusions. We found empirical support that area variation in children's and adolescent's health status exerts a contextual effect on school district performance. Future research should explore the specific mechanisms through which area-level child health influences school and district achievement. PMID:18309137
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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.
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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.
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NASA Astrophysics Data System (ADS)
Pasaribu, A. P.; Angellee, J.; Pasaribu, S.
2018-03-01
Worm infestation is mainly caused by soil-transmitted helminths (STH) infecting one-third of the world’s population, where the most affected are primary school children. This chronic, long-lasting infection can affect the growth aspects in children. A school-based deworming is one of the treatments recommended by WHO to counterattack worm infection in primary school children. To evaluate the effect of school-based deworming on the hemoglobin level, growth and school performance of primary school children, an open randomized clinical trial was conducted on 165 targeted populations in SukaKaro village, North Sumatra; 156 of which were then chosen based on inclusion and exclusion criteria. The samples’ feces- sampling, hemoglobin level, and growth chart data were recorded on the first day of study before any treatment was given. They were then divided into two groups; the first group of 80 samples did not receive any treatment, while the second group of 76 samples received 400mg of albendazole as part of a school-based deworming program. The samples were being followed up after sixth months of study. In conclusion, albendazole is able to improve the hemoglobin level, growth development, and school performance of the samples, although there were no significant differences between the two groups.
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Benner, Aprile D; Graham, Sandra; Mistry, Rashmita S
2008-05-01
This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteristics of families and schools influenced the proximal processes that occurred therein, and these proximal processes, in turn, influenced students' proximal (i.e., engagement) and distal educational outcomes (i.e., grades in school). Moreover, the structural characteristics of families and schools influenced proximal and distal outcomes indirectly through their influence on the proximal processes. The multimediated ecological model suggested that intervening at the process level may be a successful means of improving both adolescents' engagement in school and their subsequent school performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).
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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…
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Factors Associated with High School Exit Exam Outcomes among Homeless High School Students
ERIC Educational Resources Information Center
Uretsky, Mathew C.; Stone, Susan
2016-01-01
Little is known about academic performance among homeless high school students, although correlates of academic performance are well documented among their peers in the elementary and middle school grades. This study explores the relationship between student-level demographic and academic performance indicators (for example, grade point average…
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Andrade, Fernando H.
2014-01-01
A growing body of literature has linked substance use and academic performance exploring substance use as a predictor of academic performance or vice versa. This study uses a different approach conceptualizing substance use and academic performance as parallel outcomes and exploring two topics: its multilevel-longitudinal association and school contextual effects on both outcomes. Using multilevel Confirmatory Factor Analysis and multilevel-longitudinal analyses, the empirical estimates relied on 7843 students nested in 114 schools (Add Health study). The main finding suggests that the correlation between substance use and academic performance was positive at the school level in contraposition to the negative relationship at the individual level. Additional findings suggest a positive effect of a school risk factor on substance use and a positive effect of academic pressure on academic performance. These findings represent a contribution to our understanding of how schools could affect the relationship between academic performance and substance use. PMID:25057764
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Increasing within-School Competition: A Case for Department Level Performance Indicators?
ERIC Educational Resources Information Center
Telhaj, Shqiponja; Adnett, Nick; Davies, Peter; Hutton, David; Coe, Robert
2009-01-01
The authors investigate the size and stability of departmental effects in English secondary schooling during a period in which extensions to parental choice and annual publication of school performance tables had significantly increased competitive pressures on schools. Their database of nearly 450 English secondary schools enables them to…
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ERIC Educational Resources Information Center
Berry, Michael A.
This report presents a case study of the renovation of Charles Young Elementary School in Washington, DC, focusing on how an improved school environment contributed to higher levels of educational performance. The school was chosen as a school revitalization demonstration project for the Urban Schools Initiative. The objective of the project was…
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Stock, Christiane; Bloomfield, Kim; Ejstrud, Bo; Vinther-Larsen, Mathilde; Meijer, Mathias; Grønbæk, Morten; Grittner, Ulrike
2012-06-01
This study sought to determine the influence of individual factors on active transportation to school among Danish seventh graders and whether school district factors are associated with such behaviour independently of individual factors. Mixed effects logistic regression models determined the effects of individual (gender, family affluence, enjoyment of school and academic performance) and school district factors (educational level, household savings, land use and size) on active transportation to school (by foot, bicycle or other active means) among 10 380 pupils aged 13-15 years nested in 407 school districts. Of all students, 64.4% used active transportation to school daily. Boys, those with perceived higher school performance and those with lower family affluence were more likely to use active transportation to school. After adjustment for all individual factors listed above, high household savings at the school district level was associated with higher odds of active transportation to school. As factors of land use, low level of farming land use and high proportion of single houses were associated with active transportation to school. Policies aiming at reducing social inequalities at the school district level may enhance active transportation to school. School districts with farming land use face barriers for active transportation to school, requiring special policy attention.
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ERIC Educational Resources Information Center
Ray, Rhonda D.
2013-01-01
This correlation research study examined school and teacher characteristics in relationship to the academic performance of students in elementary schools in South Carolina. The school characteristics examined in this study were school size, poverty, minority level, and student teacher ratio. The teacher characteristics examined in this study were…
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Pujol, Sophie; Levain, Jean-Pierre; Houot, Hélène; Petit, Rémy; Berthillier, Marc; Defrance, Jérôme; Lardies, Joseph; Masselot, Cyril; Mauny, Frédéric
2014-04-01
Most of the studies investigating the effects of the external noise on children's school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children's school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children's exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38-58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44-69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10(-3)) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.
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Maharani, Diah Ayu; Adiatman, Melissa; Rahardjo, Anton; Burnside, Girvan; Pine, Cynthia
2017-03-21
Previous surveys have indicated that a majority of Indonesian children have poor oral health. However, little detailed information is available on underlying causation and none that examine impacts of oral health on child self-esteem, school performance and perceived employability. The aim of this study was to determine levels of child oral health in primary school children in Indonesia, the prevalence of key causal factors; and, to determine relationships between oral health, self-esteem and school academic performance. Cross-sectional epidemiological study in a sample (n = 984) of children aged 6-7 and 10-11 years old attending three public schools in Indonesia. A dental visual impact study was conducted, in which teachers reported their perceptions of the impact of child oral health on school academic performance. Oral health behaviors, self-esteem, and school performance were assessed. The children were clinically examined to measure dental caries and oral cleanliness. Teachers believe that children with visually poor oral health and impaired smiles are more likely to perform poorly at school, be socially excluded and have lower job prospects than their peers with visually good oral health and healthy smiles. The percentages of children with decayed teeth were 94 and 90% in the 6-7- and 10-11-year age groups, respectively. Families reported high levels of child consumption of sugar-containing foods and drinks; many had irregular use of fluoride toothpaste. Children with substantial plaque on their teeth achieved significantly lower levels of school performance than their peers with clean teeth. Significant associations were found between school performance and self-esteem for these children. The study findings highlight the need for preventive care programs to improve the oral health of children in Indonesia and prospective determination of associations between child oral health; self-esteem and school academic performance.
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ERIC Educational Resources Information Center
Taylor, Henry Louis; McGlynn, Linda; Luter, D. Gavin
2013-01-01
Where you find distressed neighborhoods, you will also find poorly performing public schools. Yet many contemporary school reform efforts ignore neighborhood-level factors that undeniably impact school performance. The purpose of this study is to use a case study approach with social institutional and urban school reform regime frameworks to…
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O'Mara, Deborah A; Canny, Ben J; Rothnie, Imogene P; Wilson, Ian G; Barnard, John; Davies, Llewelyn
2015-02-02
To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Rasch estimates of preclinical basic and clinical science knowledge. Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate-entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P < 0.001), the main effect sizes were small (4.5% and 2.3%, respectively). The time allowed per multiple choice question was not significantly associated with student performance. The effect on performance of multiple assessments compared with the test items as part of a single end-of-year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.
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ERIC Educational Resources Information Center
Marks, Gary N.
2017-01-01
Critics of Catholic and independent (nongovernment) schools in Australia contend that the higher levels of performance of students in nongovernment schools can be dismissed as simply a function of student- and especially school-level socioeconomic status (school-SES). A recent article extends this critique to school-sector differences in students'…
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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…
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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.
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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…
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ERIC Educational Resources Information Center
Mlangeni, Angstone Noel J. Thembachako; Chiotha, Sosten Staphael
2015-01-01
A study was conducted to investigate factors that affect students' poor performance in physical science examinations at Malawi School Certificate of Education and Junior Certificate of Education levels in Community day secondary schools (CDSS) in Lilongwe Rural West Education District in Malawi. Students' performance was collected from schools'…
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Parental involvement and academic performance: Less control and more communication.
Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Woitschach, Pamela; Suárez-Álvarez, Javier; Cuesta, Marcelino
2017-11-01
Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance. A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community). Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables. Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance.
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Andrade, Fernando H
2014-08-01
A growing body of literature has linked substance use and academic performance exploring substance use as a predictor of academic performance or vice versa. This study uses a different approach conceptualizing substance use and academic performance as parallel outcomes and exploring two topics: its multilevel-longitudinal association and school contextual effects on both outcomes. Using multilevel Confirmatory Factor Analysis and multilevel-longitudinal analyses, the empirical estimates relied on 7843 students nested in 114 schools (Add Health study). The main finding suggests that the correlation between substance use and academic performance was positive at the school level in contraposition to the negative relationship at the individual level. Additional findings suggest a positive effect of a school risk factor on substance use and a positive effect of academic pressure on academic performance. These findings represent a contribution to our understanding of how schools could affect the relationship between academic performance and substance use. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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Income Inequality or Performance Gap? A Multilevel Study of School Violence in 52 Countries.
Contreras, Dante; Elacqua, Gregory; Martinez, Matias; Miranda, Álvaro
2015-11-01
The purpose of the study was to examine the association between income inequality and school violence and between the performance inequality and school violence in two international samples. The study used data from Trends in International Mathematics and Science Study 2011 and from the Central Intelligence Agency of United States which combined information about academic performance and students' victimization (physical and social) for 269,456 fourth-grade students and 261,747 eighth-grade students, with gross domestic product and income inequality data in 52 countries. Ecological correlations tested associations between income inequality and victimization and between school performance inequality and victimization among countries. Multilevel ordinal regression and multilevel regression analyses tested the strength of these associations when controlling for socioeconomic and academic performance inequality at school level and family socioeconomic status and academic achievement at student level. Income inequality was associated with victimization rates in both fourth and eighth grade (r ≈ .60). Performance inequality shows stronger association with victimization among eighth graders (r ≈ .46) compared with fourth graders (r ≈ .30). Multilevel analyses indicate that both an increase in the income inequality in the country and school corresponds with more frequent physical and social victimization. On the other hand, an increase in the performance inequality at the system level shows no consistent association to victimization. However, school performance inequality seems related to an increase in both types of victimizations. Our results contribute to the finding that income inequality is a determinant of school violence. This result holds regardless of the national performance inequality between students. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
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Levels of Job Satisfaction and Performance of Sports Officers in Lagos State Secondary Schools
ERIC Educational Resources Information Center
Onifade, Ademola; Keinde, Idou; Kehinde, Eunice
2009-01-01
The purpose of this paper was to examine the relationship between job satisfaction levels of sports officers and sports performance of secondary schools in Lagos State. Data were collected from 200 subjects across 10 Local Education Districts. Job Descriptive Index was used to determine job satisfaction while performance in the Principals' Soccer…
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2012-01-01
Background Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Methods Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. Results No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Conclusions Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance. PMID:22769743
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Devine, Amy; Fawcett, Kayleigh; Szűcs, Dénes; Dowker, Ann
2012-07-09
Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on 'online' mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.
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The Effect of Childhood Bereavement on Secondary School Performance
ERIC Educational Resources Information Center
Abdelnoor, Adam; Hollins, Sheila
2004-01-01
This paper reports on a UK survey of GCSE examination results for children from schools throughout England who had lost a parent (n =73) or sibling (n =24) through death to establish whether this had a long-term impact on school performance, levels of anxiety and self-esteem, and school attendance. Participants were matched for school, age, gender…
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ERIC Educational Resources Information Center
Rimes, John Scott
2012-01-01
This study was performed to examine the perception of teachers, in-school suspension (ISS) staff, and administrators on the effectiveness of the in-school suspension program in changing students' behavior and academic success at various schools with different performance levels according the current Mississippi Accountability Model. The 32 schools…
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Educational Equity in Alabama: What We Learned from Report Card 2000. Research Brief.
ERIC Educational Resources Information Center
Miller-Whitehead, Marie
This study examined Alabama State Education Report Card indicators for the year 2000 to identify predictors of student academic achievement at both the district and school levels for 128 public city and county school systems and 1,272 Alabama public schools. School district performance grade and school performance grade as provided on the Alabama…
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Performance-Driven Budgeting: The Example of New York City's Schools. ERIC Digest.
ERIC Educational Resources Information Center
Siegel, Dorothy
This digest examines a completed pilot program in performance-driven budgeting (PDB) in the New York City public-school system. PDB links school-level budgeting and school planning; that is, decisions about resources must be aligned with school-developed instructional-improvement plans. The digest highlights how PDB came about; its primary goal;…
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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…
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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,…
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Vitale, Romina; Degoy, Emilse; Berra, Silvina
2015-12-01
During adolescence, school performance may be related to health, and academic achievements at this age can have an impact on the future. Our objective was to assess the relationship between academic performance and perceived health among adolescents, considering sociodemographic characteristics of their families. Cross-sectional pilot study conducted in a sample of adolescents attending common basic courses of three public secondary schools in the city of Córdoba (Argentina). Academic performance was calculated as the average grade in all subjects; performance was considered satisfactory if equal to or higher than 6. Perceived health was assessed using the KIDSCREEN-52 questionnaire, which scores ten dimensions. In addition, age, sex, maternal education level, socioeconomic level and household composition were also recorded. Univariate and bivariate analyses and multivariate logistic regression models were conducted. Five hundred fifty-four adolescents participated, 52% of them were girls. Unsatisfactory academic performance (27.6%) was more common among adolescents who evidenced a worse relationship with parents (OR: 2.68, 95% CI: 1.22-5.85) and a better relationship with peers (OR: 0.46, 95% CI: 0.26-0.82). Stratification by socioeconomic level showed differences: among those with a high socioeconomic level, an unsatisfactory performance was more common among adolescents who perceived themselves as having a low autonomy, while it was more common among those who perceived a worse school environment in the middle-low socioeconomic level. Academic performance was associated with psychosocial dimensions of health, such as relationship with family members, peers, autonomy and school environment.
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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
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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.
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ERIC Educational Resources Information Center
Stiefel, Leanna; Schwartz, Amy Ellen; Portas, Carole; Kim, Dae Yeop
2003-01-01
Analyzes the impact of Performance Driven Budgeting (PDB), a school-based budgeting initiative, on student test scores in the fourth and fifth grades and on spending patterns in selected New York City schools. Finds that PDB has a positive effect on some student test scores and leads to a change in the mix of spending, but not its level. (Contains…
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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…
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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/.
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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…
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ERIC Educational Resources Information Center
Cabus, Sofie; Cornelisz, Ilja
2017-01-01
This article empirically examines the implications of competition among Dutch secondary schools: (1) regarding the sorting of students by performance levels in schools at the beginning of secondary education; and (2) regarding performance gains in the secondary school career, controlling for the aforementioned sorting patterns. We used data from…
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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…
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The Uneven Performance of Arizona's Charter Schools
ERIC Educational Resources Information Center
Chingos, Matthew M.; West, Martin R.
2015-01-01
Arizona enrolls a larger share of its students in charter schools than any other state in the country, but no comprehensive examination exists of the impact of those schools on student achievement. Using student-level data covering all Arizona students from 2006 to 2012, we find that the performance of charter schools in Arizona in improving…
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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…
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Pupil Performance, Absenteeism and School Drop-out: A Multi-dimensional Analysis.
ERIC Educational Resources Information Center
Smyht, Emer
1999-01-01
Assesses whether second-level schools in Ireland are equally effective regarding examination performance, absenteeism, and potential dropouts, using multivariate analyses of data from 15- and 16-year-olds in 116 schools. Absenteeism and potential dropout rates are lower in schools that enhance pupils' academic progress. (Contains 22 references.)…
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What Are Achievement Gains Worth--to Teachers?
ERIC Educational Resources Information Center
Marsh, Julie A.; McCaffrey, Daniel F.
2011-01-01
In 2007, New York City schools commenced a school-level pay-for-performance program for teachers and staff in about 200 schools. The authors found that the program didn't improve schools or student outcomes. Why? Because the program failed to create conditions that theory suggests are necessary for performance-based incentive programs to change…
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HOW TO KEEP SCHOOL NOISE AT THE RIGHT LEVEL.
ERIC Educational Resources Information Center
MCKAY, RONALD L.
DISCUSSES FACTORS TO BE CONSIDERED DURING SCHOOL PLANNING STAGES REGARDING NOISE LEVELS AND ACOUSTIC DESIGN IMPLICATIONS. FACTORS ARE--(1) A STAGE HOUSE IS DETRIMENTAL TO ORCHESTRAS, BANDS, CHORUSES, LECTURES, ASSEMBLIES, RECITALS, AND CERTAIN DRAMAS AND SPEECH-MUSIC PERFORMANCES. SUGGESTED IS AN AUDITORIUM WITH AUDIENCE AND PERFORMING PLATFORM…
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ERIC Educational Resources Information Center
Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Zhu, Chang; Sang, Guoyuan; Verhaeghe, JeanPierre
2014-01-01
The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher…
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ERIC Educational Resources Information Center
Eickelmann, Birgit; Gerick, Julia; Koop, Christian
2017-01-01
By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model…
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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.
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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.
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ERIC Educational Resources Information Center
Muir, Carrie
2012-01-01
The purpose of this study was to compare the performance of first year college students with similar high school mathematics backgrounds in two introductory level college mathematics courses, "Fundamentals and Techniques of College Algebra and Quantitative Reasoning and Mathematical Skills," and to compare the performance of students…
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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…
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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…
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Dietary Habits Are Associated With School Performance in Adolescents.
Kim, So Young; Sim, Songyong; Park, Bumjung; Kong, Il Gyu; Kim, Jin-Hwan; Choi, Hyo Geun
2016-03-01
Several studies suggest that dietary habits are associated with poor academic performance. However, few studies have evaluated these relations after adjusting for numerous confounding factors. This study evaluated the frequency of various diet items (fruit, soft drinks, fast foods, instant noodles, confections, vegetables, and milk) and the regularity of meal times (breakfast, lunch, and dinner) all at once.A total of 359,264 participants aged from 12 to 18 years old were pooled from the Korea Youth Risk Behavior Web-based Survey (KYRBWS) for the 2009 to 2013 period. Dietary habits over the last 7 days were surveyed, including the regularity of consuming breakfast, lunch and dinner and the frequency of eating fruits, soft drinks, fast foods, instant noodles, confections, vegetables, and milk. Physical activity, obesity, region of residence, subjective assessment of health, stress level, economic level, and parental education level were collected from all of the study participants. School performance was classified into 5 levels. The adjusted odds ratios (AORs) of dietary habits for school performance were analyzed using multinomial logistic regression analyses with complex sampling. Structural equation modeling was used to analyze the effects of diet factors on school performance while considering the effects of other variables on both diet factors and school performance.Frequent intakes of breakfast (AOR = 2.34, 95% confidence interval [CI] = 2.20-2.48), fruits (AOR = 1.73, 95% CI = 1.62-1.86), vegetables (AOR = 1.48, 95% CI = 1.37-1.61), and milk (AOR = 1.35, 95% CI = 1.28-1.43) were related to high levels of school performance (each with P < 0.001). In contrast, soft drinks (AOR = 0.42, 95% CI = 0.38-0.46), instant noodles (AOR = 0.62, 95% CI = 0.55-0.70), fast food (AOR = 0.83, 95% CI = 0.72-0.96), and confectionary (AOR = 0.86, 95% CI = 0.80-0.93) were negatively associated with school performance (each with P < 0.001).This study confirms previous studies of school performance and dietary habits that find a positive association with eating breakfast and consuming fruits and milk and a negative relation with soft drinks, instant noodles, fast foods, and confections.
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Dietary Habits Are Associated With School Performance in Adolescents
Kim, So Young; Sim, Songyong; Park, Bumjung; Kong, Il Gyu; Kim, Jin-Hwan; Choi, Hyo Geun
2016-01-01
Abstract Several studies suggest that dietary habits are associated with poor academic performance. However, few studies have evaluated these relations after adjusting for numerous confounding factors. This study evaluated the frequency of various diet items (fruit, soft drinks, fast foods, instant noodles, confections, vegetables, and milk) and the regularity of meal times (breakfast, lunch, and dinner) all at once. A total of 359,264 participants aged from 12 to 18 years old were pooled from the Korea Youth Risk Behavior Web-based Survey (KYRBWS) for the 2009 to 2013 period. Dietary habits over the last 7 days were surveyed, including the regularity of consuming breakfast, lunch and dinner and the frequency of eating fruits, soft drinks, fast foods, instant noodles, confections, vegetables, and milk. Physical activity, obesity, region of residence, subjective assessment of health, stress level, economic level, and parental education level were collected from all of the study participants. School performance was classified into 5 levels. The adjusted odds ratios (AORs) of dietary habits for school performance were analyzed using multinomial logistic regression analyses with complex sampling. Structural equation modeling was used to analyze the effects of diet factors on school performance while considering the effects of other variables on both diet factors and school performance. Frequent intakes of breakfast (AOR = 2.34, 95% confidence interval [CI] = 2.20–2.48), fruits (AOR = 1.73, 95% CI = 1.62–1.86), vegetables (AOR = 1.48, 95% CI = 1.37–1.61), and milk (AOR = 1.35, 95% CI = 1.28–1.43) were related to high levels of school performance (each with P < 0.001). In contrast, soft drinks (AOR = 0.42, 95% CI = 0.38–0.46), instant noodles (AOR = 0.62, 95% CI = 0.55–0.70), fast food (AOR = 0.83, 95% CI = 0.72–0.96), and confectionary (AOR = 0.86, 95% CI = 0.80–0.93) were negatively associated with school performance (each with P < 0.001). This study confirms previous studies of school performance and dietary habits that find a positive association with eating breakfast and consuming fruits and milk and a negative relation with soft drinks, instant noodles, fast foods, and confections. PMID:27015180
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Factors affecting dance exercise performance in students at a special needs school.
Ito, Yukiko; Hiramoto, Izumi; Kodama, Hideya
2017-09-01
In Japan, dance exercise has been introduced as a compulsory element of health and physical education, but there is a considerable discrepancy in the levels of performance among students with intellectual disability (ID) at special needs schools. The aim of this study was therefore to identify the factors affecting the performance of dance exercise in students with ID. A 4 month dance exercise program was implemented for junior high school students at a special needs school, and the performance of 32 students at 22 sessions was assessed quantitatively according to calorie use during exercise and performance proficiency score. The measures were compared according to gender, age, body mass index, diagnosis, and development quotient (DQ) score. Performance in many students improved with repetition and reached the highest attainment level at around the third month. Male gender and older age had a significant positive impact on calorie use, whereas diagnosis of Down syndrome and higher DQ score had a significant positive impact on proficiency score. Four students with poor performance were all female students with autism. This study provides some possible explanations for differences in the levels of dance performance among students with ID. © 2017 Japan Pediatric Society.
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Chicago's Two Public School Systems: Standardized Test Results Compared by Racial/Ethnic Groups.
ERIC Educational Resources Information Center
Lewis, James H.
Throughout the Chicago Public Schools systematic differences exist between the performance of children of different racial and ethnic groups. In most schools where students of more than one group are found, Asians and Whites test at higher levels than Blacks and Hispanics. When income level and school type are controlled, small differences are…
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An Investigation of Charter Schools' School Leader and Teacher Level of Assessment Literacy
ERIC Educational Resources Information Center
Pfeiffer-Hoens, Mareen
2017-01-01
Assessment of student performance is one of the most critical responsibilities of school leaders and teachers. Teachers and school leaders must acquire an understanding of assessment literacy for utilizing data to make sound data-driven decisions. The purpose of this descriptive study was to investigate the levels of assessment literacy among…
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ERIC Educational Resources Information Center
Babb, Corbett A.
2012-01-01
The purpose of this exploratory quantitative research study was to determine if middle schools in which higher levels of servant leadership are evident perform better on school effectiveness measures than middle schools that exhibit lower degrees of servant leadership. Furthermore, it sought to identify contextual factors that were correlated with…
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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…
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Measuring School Performance To Improve Student Achievement and To Reward Effective Programs.
ERIC Educational Resources Information Center
Heistad, Dave; Spicuzza, Rick
This paper describes the method that the Minneapolis Public School system (MPS), Minnesota, uses to measure school and student performance. MPS uses a multifaceted system that both captures and accounts for the complexity of a large urban school district. The system incorporates: (1) a hybrid model of critical indicators that report on level of…
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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…
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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…
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School bus’s level of service in Malang City
NASA Astrophysics Data System (ADS)
Hariyani, S.
2017-06-01
School Bus began operated on the 12th of January 2015. Provision of school buses is expected to reduce not only the use of vehicles by students, but it is also to reduce the number of traffic jams. Malang school bus facilities provided by the Department of Transport in cooperation with the Department of Education to serve students in elementary school, junior and senior high schools. After the service running two years, based on the preliminary observation not all students are interested in using the school bus. The research objective was to measure the school bus’s level service. The method to measure school bus’s level of service was used Importance Performance analysis (IPA). The results showed that through IPA, it can be concluded that school bus’s level of service in Malang City have been able to serve students/customers with the mean of degree suitability (Tki) is 111. Meanwhile it must be observed and get more attention to improve by government, attributes which is lies in the first quadrant or concentrate here (attribute Adequate space, Seating capacity, Availability trash can, Passenger facility down in points, The availability of information boards in each bus stop, Availability public telephone in each bus stop, and Availability CCTV in each bus), in order to increase its performance.
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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…
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Whatever Happened to School-Based Assessment in England's GCSEs and A Levels?
ERIC Educational Resources Information Center
Opposs, Dennis
2016-01-01
For the past 30 years, school-based assessment (SBA) has been a major feature of GCSEs and A levels, the main school examinations in England. SBA has allowed teachers to allocate marks to their students for the level of skills that they show in their work. Such skills include for example, experimental techniques in science, performance in drama…
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Thien, Lei Mee; Ong, Mei Yean
2015-01-01
This paper attempts to identify the extent to which the affective characteristics of Malaysian and Singaporean students' attainment compared to the OECD average in Programme for International Student Assessment (PISA) 2012, and examine the influence of students' affective characteristics, gender, and their socioeconomic status on mathematics performance at both student and school levels. Sample consisted of 5197 and 5546 15-year-old Malaysian and Singaporean students. Data were analysed using hierarchical linear modelling approach with HLM 7.0 software. Results showed that the Index of economic, social, and cultural status (ESCS), mathematics self-efficacy, and mathematics anxiety have significant effects on mathematics performance in Malaysia and Singapore at the student level. Proportion of boys at the school level has no significant effects on mathematics performance for both Malaysian and Singaporean students. ESCS mean at the school level has positive and significant effects on mathematics performance in Malaysia, but not in Singapore. Limitations, implications, and future studies were discussed.
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ERIC Educational Resources Information Center
Harris, Douglas N.
2010-01-01
In this policy brief, the author explores the problems with attainment measures when it comes to evaluating performance at the school level, and explores the best uses of value-added measures. These value-added measures, the author writes, are useful for sorting out-of-school influences from school influences or from teacher performance, giving…
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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…
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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…
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After-School Tutoring and the Distribution of Student Performance
ERIC Educational Resources Information Center
Huang, Min-Hsiung
2013-01-01
As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…
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Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students
ERIC Educational Resources Information Center
Hewitt, Michael P.
2015-01-01
In the present study, relationships between two components of self-regulation (self-efficacy and self-evaluation) and gender, school level, instrument family, and music performance were examined. Participants were 340 middle and high school band students who participated in one of two summer music camps or who were members of a private middle…
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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…
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Mehta, Kala M.; Stewart, Anita L.; Langa, Kenneth M.; Yaffe, Kristine; Moody-Ayers, Sandra; Williams, Brie A.; Covinsky, Kenneth E.
2009-01-01
Background: Low formal education level is becoming accepted as a risk factor for Alzheimer's disease (AD). Though increasing attention has been paid to educational quality differences, no prior studies have addressed participants' own characterization of their overall performance in school. We examined whether self-assessed school performance is associated with AD beyond the effects of educational level alone. Methods: Participants were drawn from the population-representative Aging, Demographics and Memory Study (ADAMS), 2000-2002. ADAMS participants were asked about their performance in school; possible response options were ‘above average,’ ‘average,’ or ‘below average’. ADAMS participants also had a full neuropsychological battery and were given a research diagnosis of possible/probable AD. Results: The 725 participants (mean age 81.8 years, 59% female, and 16% African-American) varied in their educational performance: 29% reported ‘above average’; 64% ‘average’; and 7% reported ‘below average’ school performance. Participants with lower self-assessed school performance had higher proportions of AD: eleven percent of participants with above average self-assessed performance had AD; 12 percent of participants with ‘average’ performance and 26% of participants with ‘below average’ performance (p<0.001). After controlling for subjects' years in school, literacy test score(W-RAT), age, sex, race/ethnicity, and ApoE-ε4 status, socioeconomic status and self-reported comorbidity, respondents with ‘below average’ self-assessed school performance were 4 times more likely to have AD compared to those who had average performance.(OR 4.0; 95% CI 1.2-14) Above average' and ‘average’ self-assessed school performance did not increase or decrease the odds of AD.(OR 0.9; 95% CI 0.5-1.7) Conclusion: We suggest an association between ‘below average’ self-assessed school performance and AD beyond the known association with formal education. Efforts to increase cognitive reserve through better school performance in addition to increasing the number of years of formal education in early life may be important to reduce vulnerability throughout the life course. PMID:19751917
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ERIC Educational Resources Information Center
Harrison, Colin; Lunzer, Eric A.; Tymms, Peter; Fitz-Gibbon, Carol Taylor; Restorick, Jane
2004-01-01
This paper reports a previously unpublished comparative analysis of data from the ImpaCT2 study investigating the relationship between students' performance in England on national tests and their reported use of information technology (particularly networked technology) for school work, at three age levels (11, 14 and 16), in English, Maths and…
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ERIC Educational Resources Information Center
Siegel, Dorothy; Fruchter, Norm
This report reviews implementation of Phase 1 of the New York City Board of Education's Performance Driven Budgeting (PDB) initiative from 1997-00. This initiative generated a new element in school-based planning for instructional improvement, explicitly linking school-level budgeting and efforts to improve student and school performance. The…
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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…
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ERIC Educational Resources Information Center
Leuthold, Frank O.
The 1992 Tennessee Education Improvement Act resulted from a successful law suit by smaller and poorer school systems in Tennessee concerning equity of funding. The Act established the Basic Education Program (BEP), which increased the state sales tax rate, shifted state funds from better funded to poorer school systems, and required systematic…
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Dixon, Donna
2015-04-01
Previous studies by the author showed differences in preadmission variables and Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) scores between women and men at the New York Institute of Technology College of Osteopathic Medicine (NYIT-COM). It is pertinent to reexamine the preadmission variables, medical school performance, and COMLEX-USA scores of women and men to determine whether these differences still exist. To examine the relationship between student sex and performance on COMLEX-USA Level 1 and Level 2-Cognitive Evaluation (CE), performance during medical school, and preadmission academic variables at NYIT-COM. Scores on COMLEX-USA Level 1 and COMLEX-USA Level 2-CE, grades in all courses taken during the first 2 years of medical school, the National Board of Osteopathic Medical Examiners' clinical science subject examination scores, Medical College Admission Test (MCAT) scores, and undergraduate grade point averages (GPAs) were compared between women and men in the classes graduating between 2009 and 2012. Data from 748 students were analyzed. Men had statistically significantly higher scores than women on COMLEX-USA Level 1 in 2009 (540 vs 500; P<.001) and 2010 (537 vs 496; P<.001). No statistically significant difference in COMLEX-USA Level 2-CE scores was found between women and men. The performance of women and men was comparable during the first 2 years of medical school and on clinical science subject examinations in years 3 and 4. Men had statistically significantly higher MCAT scores than women, but no statistically significant differences were found between women's and men's undergraduate GPAs. Men were found to have higher scores than women on COMLEX-USA Level 1 and the MCAT. However, the reasons behind these data have yet to be elucidated. Although a stronger background in basic science could explain the discrepancy in scores between women and men, women were found to have equally high science GPAs and performed comparably to men in osteopathic medical school. The results were in agreement with previous studies at NYIT-COM.
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ERIC Educational Resources Information Center
Kellici, Ylli
2009-01-01
This study examines from a geographical perspective the factors that impact the performance of public elementary schools in New York City during 2001-2005, a period when its schools were undergoing major reforms at both the local and national level. Education reforms have focused their attention on schools by increasing their responsibility and…
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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…
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Leading or Managing? Assistant Regional Directors, School Performance, in Queensland
ERIC Educational Resources Information Center
Bloxham, Ray; Ehrich, Lisa C.; Iyer, Radha
2015-01-01
Purpose: Education reform aimed at achieving improved student learning is a demanding challenge for leaders and managers at all levels of education across the globe. In 2010, the position of Assistant Regional Directors, School Performance (ARD-SP), was established to positively impact upon student learning across public schools in Queensland,…
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North Dakota Dance Performance Standards.
ERIC Educational Resources Information Center
Anderson, Sue; Farrell, Renee; Robbins, Susan; Stanley, Melissa
This document outlines the performance standards for dance in North Dakota public schools, grades K-12. Four levels of performance are provided for each benchmark by North Dakota educators for K-4, 5-8, and 9-12 grade levels. Level 4 describes advanced proficiency; Level 3, proficiency; Level 2, partial proficiency; and Level 1, novice. Each grade…
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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.…
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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…
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ERIC Educational Resources Information Center
Sandilands, Debra; McKeown, Stephanie Barclay; Lyons-Thomas, Juliette; Ercikan, Kadriye
2014-01-01
Minority Francophone students in predominantly English-speaking Canadian provinces tend to perform lower on large-scale assessments of achievement than their Anglophone peers and majority Francophone students in Quebec. This study is the first to apply multilevel modeling methods to examine the extent to which school-level factors may be…
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ERIC Educational Resources Information Center
Alobiedat, Ahmad
2011-01-01
This study aimed to detect the level of appreciation by the school principals, teachers and the Education District, for the effectiveness of school performance, within different variables of the study from the perspective of public school principals and teachers of Al-Petra province, for the academic year 2008/2009. The study aimed to answer the…
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Agahi, Farshad; Speicher, Mark R; Cisek, Grace
2018-02-01
Medical schools use a variety of preadmission indices to select potential students. These indices generally include undergraduate grade point average (GPA), Medical College Admission Test (MCAT) scores, and preadmission interviews. To investigate whether the admission indices used by Midwestern University Arizona College of Osteopathic Medicine are associated with the academic and clinical performance of their students. Associations between the prematriculation variables of undergraduate science GPA, undergraduate total GPA, MCAT component scores, and interview scores and the academic and clinical variables of the first- and second-year medical school GPA, Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE) total and discipline scores, scores in clinical rotations for osteopathic competencies, COMLEX-USA Level 2-Performance Evaluation passage, and match status were evaluated. Two-tailed Pearson product-moment correlations with a Bonferroni adjustment were used to examine these relationships. The traditional predictors of science and total undergraduate GPA as well as total and component MCAT scores had small to moderate associations with first- and second-year GPA, as well as COMLEX-USA Level 1 and Level 2-CE total scores. Of all predictors, only the MCAT biological sciences score had a statistically significant correlation with failure of the COMLEX-USA Level 2-Performance Evaluation examination (P=.009). Average interview scores were associated only with the osteopathic competency of medical knowledge (r=0.233; n=209; P=.001), as assessed by clerkship preceptors. No predictors were associated with scores in objective structured clinical encounters or with failing to match to a residency position. The data indicate that traditional predictors of academic performance (undergraduate GPA, undergraduate science GPA, and MCAT scores) have small to moderate association with medical school grades and performance on COMLEX-USA Level 1 and Level 2-CE. This finding requires additional research into the value of the interview in the medical school admissions process and the availability of alternatives that allow better prediction and assessment of applicant performance.
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Arthur, Michael W; Brown, Eric C; Briney, John S; Hawkins, J David; Abbott, Robert D; Catalano, Richard F; Becker, Linda; Langer, Michael; Mueller, Martin T
2015-08-01
School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. We examined relationships among school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance. Hierarchical generalized linear models were used to predict associations involving school-averaged levels of substance use and risk and protective factors and students' likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. Levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. Implementing prevention programs that target empirically identified risk and protective factors has the potential to have a favorable effect on students' academic achievement. © 2015, American School Health Association.
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NASA Astrophysics Data System (ADS)
Ward, Jennifer Henry
This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative research was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Twoway ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students' performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact performance levels on the biology EOCT.
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ERIC Educational Resources Information Center
Baker, Meryl S.
Instructors in the Navy's Basic Electricity and Electronics (BE/E) schools were presented with a list of 70 mathematical skills and asked to indicate: (1) how important they were to successful BE/E school performance, and (2) whether they were prerequisite, reviewed, or taught in the schools. Also, they were asked to state the number and type of…
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Wu, X Y; Tao, S M; Zhang, S C; Zhang, Y K; Huang, K; Tao, F B
2016-06-01
To investigate the characteristics of screen time and its risk factors in Chinese primary and middle school students. During April 2012 and June 2012, according to the geographical distribution, the stratified random cluster sampling method was used to select 4 provinces from eastern, central and western China, respectively. The convenience sampling method was used to select 2 primary and middle schools from urban, 2 primary and middle schools from rural in each province. In each school, all grades were included, and 2 classes were selected in each grade. A total of 51 866 students or parents were selected as study participants, and 43 771 questionnaires were valid. Information on demographics, academic performance, screen time (TV, computer and cellphone) at weekdays and weekends and the prevalence of the high screen time were compared, multivariate logistic regression was used to analyze the association between screen time >2 h/d and potential influential factors. The percentage of students with screen time >2 h/d at weekdays and weekends were 16.2% (7 082/43 771) and 41.5% (18 141/43 771) (χ(2)=6 280.14, P<0.001), respectively. The distribution of P50 (P25-P75) for screen time at weekdays and weekends were 0.9(0.4-1.6) and 1.8(1.0-3.0) (Z=-131.26, P<0.001), respectively. The results of multinomial logistic regression analysis showed that, at weekdays, subjects characterized as primary school students, boys, urban area, living in western area and sufficient vigorous physical activity ≤2 d/w had higher risk for screen time >2 h/d than those characterized as elementary school students, girls, rural area, living in eastern area and sufficient vigorous physical activity >3 d/w, odds ratio were 2.01, 1.54, 1.21, 1.09, and 1.07, respectively (P<0.05 for all); subjects characterized as a normal or worse self rating academic performance had higher risk for screen time >2 h/d than those characterized as a good self rating academic performance, odds ratioes were 1.24 and 1.73, respectively (P<0.05 for all); subjects characterized as paternal education level as elementary school, middle school, high school or secondary school had higher risk for screen time >2 h/d than those characterized as paternal education level as college school or high, odds ratioes were 1.41, 1.47 and 1.52, respectively (P<0.05 for all); subjects characterized as maternal education level as elementary school, middle school and high school or secondary school had higher risk for screen time >2 h/d than those characterized as maternal education level as college, odds ratioes were 1.40, 1.52 and 1.47, respectively (P<0.05 for all). At weekends, subjects characterized as primary school students, boys, urban area and sufficient vigorous physical activity ≤2 d/w had higher risk for screen time >2 h/d than those characterized as elementary school students, girls, rural area and sufficient vigorous physical activity >3 d/w, odds ratioes were 2.11, 1.51, 1.20 and 1.05, respectively (P<0.05 for all). At weekends, subjects characterized as a normal or worse self rating academic performance had higher risk for screen time >2 h/d than those characterized as a good self rating academic performance, odds ratioes were 1.09 and 1.26, respectively (P<0.05 for all); subjects characterized as paternal education level as elementary school, middle school, high school or secondary school had higher risk for screen time >2 h/d than those characterized as paternal education level as college school or high, odds ratioes were 1.29, 1.30 and 1.19, respectively (P<0.05 for all); subjects characterized as maternal education level as elementary school, middle school had higher risk for screen time >2 h/d than those characterized as maternal education level as college school or high, odds ratioes were 1.19 and 1.16 and, respectively (P<0.05 for all). The prevalence of screen time >2 h/d is high; screen time at weekdays is longer than weekends, and there are significant differences among different sexes, urban or rural areas, living areas, self rating academic performance, parents education levels and physical activity groups.
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School Nurses' Perceptions of Self-Efficacy in Providing Diabetes Care
ERIC Educational Resources Information Center
Fisher, Kelly L.
2006-01-01
The purpose of this study was to measure school nurses' perceived self-efficacy in providing diabetes care and education to children and to identify factors that correlate with higher self-efficacy levels in the performance of these tasks. The results of this study revealed that the surveyed school nurses perceived a moderate level of…
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The Atlanta Project: How One Large School System Responded to Performance Information.
ERIC Educational Resources Information Center
White, Bayla F.; And Others
This report presents the results of a field test, the purpose of which was to determine the effects on school system management, decisions, and operations of the introduction of specially prepared information on the relative achievement levels of schools and grades serving students of similar economic levels. A relatively simple and economical…
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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…
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ERIC Educational Resources Information Center
Nidich, Sanford; Mjasiri, Shujaa; Nidich, Randi; Rainforth, Maxwell; Grant, James; Valosek, Laurent; Chang, Walter; Zigler, Ronald L.
2011-01-01
The middle school level is of particular concern to educators because of poor standardized test performance. This study evaluated change in academic achievement in public middle school students practicing the Transcendental Meditation[R] program compared to controls. A total of 189 students who were below proficiency level at baseline in English…
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Monetary Reward and Teachers' Performance in Selected Public Secondary Schools in Kano State
ERIC Educational Resources Information Center
Bello, Garba Bala; Jakada, Muhammad Bello
2017-01-01
This is a conceptual study that intends to examine the relationship between monetary reward and teachers' performance in some selected Kano State public secondary schools. Secondary schools are the bridge between primary education and higher institutions in Nigeria. The need for students to acquire more knowledge and skills beyond primary level in…
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Performance Measurement using KPKU- BUMN in X School Education Foundation
NASA Astrophysics Data System (ADS)
Arijanto, Sugih; Harsono, Ambar; Taroepratjeka, Harsono
2016-01-01
The purpose of this research is to determine X School's Strengths and Opportunity of Improvement through performance measurement using KPKU-BUMN (Kriteria Penilaian Kinerja Unggul - Kementerian Badan Usaha Milik Negara). KPKU-BUMN is developed based on Malcolm Baldrige Criteria for Performance Excellent (MBCfPE). X school is an education foundation at Bandung that has provides education from kindergarten, elementary school, to junior and senior high school. The measurement is implemented by two aspects, Process and Result. The Process is measured by A-D-L-I approaches (Approach- Deployment-Learning- Integration), on the other hand The Result is measured by Le-T-C-I approach (Level-Trend- Comparison-Integration). There are six processes that will be measured: (1) Leadership, (2) Strategic Planning, (3) Customer Focus, (4) Measurement, Analysis and Knowledge Management, (5) Work Force Focus, and (6) Operation Focus. Meanwhile, the result are (a) product & process outcomes, (b) customer-focused outcomes, (c) workforce-focused outcomes, (d) leadership & governance outcomes, and (e) financial & market outcomes. The overall score for X School is 284/1000, which means X School is at “early result” level at “poor” global image.
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Competition, Cream-Skimming and Department Performance within Secondary Schools
ERIC Educational Resources Information Center
Davies, Peter; Telhaj, Shqiponje; Hutton, David; Adnett, Nick; Coe, Robert
2009-01-01
The performance of departments has been largely neglected in previous studies of subject choice in secondary schools. This is a significant omission because analysis at departmental level enables a fuller assessment of the effects of competition and specialisation on pupil performance. This paper examines relationships between both absolute and…
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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;…
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ERIC Educational Resources Information Center
Akomolafe, Comfort Olufunke; Adesua, Veronica Olubunmi
2016-01-01
The paper examines the relevance of physical facilities in enhancing the level of motivation and the academic performance of senior secondary school students in South West Nigeria. The study adopted ex-post facto design. The population consists of all senior secondary students in South West Nigeria. The sample for the study include one thousand…
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ERIC Educational Resources Information Center
Milenkovic´, Dus?ica D.; Segedinac, Mirjana D.; Hrin, Tamara N.
2014-01-01
The central goal of this study was to examine the extent to which a teaching approach focused on the interaction between macroscopic, submicroscopic, and symbolic levels of chemistry representations could affect high school students' performance in the field of inorganic reactions, as well as to examine how the applied instruction influences…
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Strøm, Ida Frugård; Thoresen, Siri; Wentzel-Larsen, Tore; Dyb, Grete
2013-04-01
This study investigated academic achievement among adolescents exposed to violence, sexual abuse and bullying. Moreover, we sought to determine the individual and contextual influence of the adolescents' school environment in terms of bullying, classmate relationships and teacher support on academic achievement. Finally, we wished to assess whether school-level influence is different for the adolescents exposed to violence and sexual abuse versus the adolescents not exposed to these forms of abuse. This is a cross-sectional study of a sample of 7,343 adolescents between the ages of 15 and 16 from 56 schools in Oslo, Norway. We investigated associations between violence, sexual abuse, bullying, classmate relationships, teacher support and academic achievement. Linear regression was used to investigate associations on the individual level. Multilevel analyses were conducted to test for school level differences while controlling for both individual and contextual factors. On the individual level, all combinations of violence and sexual abuse categories were significantly associated with lower grades. This was also true for bullying, while teacher support resulted in better grades. At the school level, the analysis showed that students in schools with higher levels of bullying performed worse academically. Each unit of increment in bullying in school corresponded to an average 0.98 point decrease in grades (p<.01) when we controlled for sociodemographic characteristics. The association remained significant when the model was tested separately for the nonbullied students, with a small reduction in the coefficient value (-.84, p<.01). No overall significance was found for the interaction between the school environment and adolescent exposure to violence, indicating that the school environment affects all students. Factors on both levels can contribute to reduced grades. This stresses the need to investigate individual and contextual factors simultaneously when examining academic achievement. Our results indicated that students attending schools with higher levels of bullying may show poorer school performance. This was true for all students regardless of previous exposure to violence and sexual abuse. This emphasizes the need for preventive efforts that focus not only on vulnerable groups, but on all students and the school context. Copyright © 2012 Elsevier Ltd. All rights reserved.
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Van de Weijer-Bergsma, Eva; Kroesbergen, Evelyn H; Van Luit, Johannes E H
2015-04-01
The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated. In this study, the relations between verbal and visual-spatial working memory and performance in four math domains (i.e., addition, subtraction, multiplication, and division) at different ages during primary school are investigated. Children (N = 4337) from grades 2 through 6 participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed at the start, middle, and end of the school year using a speeded arithmetic test. Multilevel Multigroup Latent Growth Modeling was used to model individual differences in level and growth in math performance, and examine the predictive value of working memory per grade, while controlling for effects of classroom membership. The results showed that as grade level progressed, the predictive value of visual-spatial working memory for individual differences in level of mathematics performance waned, while the predictive value of verbal working memory increased. Working memory did not predict individual differences between children in their rate of performance growth throughout the school year. These findings are discussed in relation to three, not mutually exclusive, explanations for such age-related findings.
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Functional performance of school children diagnosed with developmental delay up to two years of age
Dornelas, Lílian de Fátima; Magalhães, Lívia de Castro
2016-01-01
Abstract Objective: To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Methods: Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. Results: The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Conclusions: Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems. PMID:26553573
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Shield, Bridget M; Dockrell, Julie E
2008-01-01
While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance is assessed using standardized tests of literacy, mathematics, and science. A study has been conducted to examine the impact, if any, of chronic exposure to external and internal noise on the test results of children aged 7 and 11 in London (UK) primary schools. External noise was found to have a significant negative impact upon performance, the effect being greater for the older children. The analysis suggested that children are particularly affected by the noise of individual external events. Test scores were also affected by internal classroom noise, background levels being significantly related to test results. Negative relationships between performance and noise levels were maintained when the data were corrected for socio-economic factors relating to social deprivation, language, and special educational needs. Linear regression analysis has been used to estimate the maximum levels of external and internal noise which allow the schools surveyed to achieve required standards of literacy and numeracy.
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The Tip of the Iceberg: SURR Schools and Academic Failure in New York City. Civic Report.
ERIC Educational Resources Information Center
Kosar, Kevin
This report presents statistical data on academic failure in New York City's Schools Under Registration Review (SURR) schools. The tables and charts focus on: SURR schools in New York state; SURR schools by grade level; academic achievement in new SURR schools; academic performance in all SURR schools; children attending New York City SURR Schools…
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Use of CAS in secondary school: a factor influencing the transition to university-level mathematics?
NASA Astrophysics Data System (ADS)
Varsavsky, Cristina
2012-01-01
Australian secondary school systems offer three levels of senior (year 12) mathematics studies, none of them compulsory: elementary, intermediate and advanced. The intermediate and advanced studies prepare students for further mathematics studies at university level. In the state of Victoria, there are two versions of intermediate mathematics: one where students learn and are examined with a computer algebra system (CAS) and another where students can only use scientific calculators. This study compares the performance of 1240 students as they transitioned to traditional university-level mathematics and according to whether they learned intermediate mathematics with or without the assistance of a CAS. This study concludes that students without CAS show a slight advantage, but the most important factor affecting student performance is the uptake of advanced-level mathematics studies in secondary school.
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ERIC Educational Resources Information Center
What Works Clearinghouse, 2008
2008-01-01
The study examined whether charter schools have higher growth in student achievement than traditional public schools. The study analyzed data on 79 charter schools and 593 traditional public elementary, middle, and high schools in the Los Angeles Unified School District from 2005-06 to 2006-07. School-level academic achievement was measured using…
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ERIC Educational Resources Information Center
Hamzah, Mohd Izham Mohd; Juraime, Faridah; Hamid, Aida Hanim A.; Nordin, Norazah; Attan, Noraini
2014-01-01
This study examined the level of technology leadership practice among administrators in High Performing Schools (HPS) and its relationship with School-Malaysia Standard of Education Quality (School-MSEQ). A set of questionnaires was administered to 96 administrators in 12 HPS of secondary schools category. The data were analysed and interpreted…
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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…
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An Investigation into the Number Sense Performance of Secondary School Students in Turkey
ERIC Educational Resources Information Center
Akkaya, Recai
2016-01-01
The purpose of this study is to investigate the number sense performance of secondary school students according to grade level, gender and the components of number sense. A descriptive survey design was used to collect data. A total of 576 secondary school students (291 girls and 285 boys) participated in the study. The results revealed that the…
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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…
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Li, Kaigang; Haynie, Denise L.; Iannotti, Ronald J.
2015-01-01
BACKGROUND Socioeconomic status (SES) influences students’ school perceptions and affects their performance, engagement, and personal beliefs. This study examined the effects of school population SES and school resources on the association between student SES and student perceptions. METHODS School liking, classmate social relationships, family affluence, and experience of hunger were assessed in a nationally representative sample of 12,642 students (grades 5–10) in the 2009–10 Health Behavior in School-Aged Children study. School characteristics included school meal program, Title I dollars/student, school resources, and urban/rural status. Multilevel analysis was used. RESULTS At the individual level, both school liking and social relationships were negatively associated with student grade level. Boys liked school less and had more positive perceptions of social relationships than girls. Students in rural schools and who experienced hunger liked schools less and had poorer perceptions of social relationships than their respective counterparts. School-level percentage of students eligible for free/reduced meals accounted for 33% of the between-school variance in social relationships. CONCLUSIONS Family and school economic characteristics and grade level influenced students’ school perceptions. The associations between student SES, school population SES, and school perceptions suggests that school health professionals should recognize and address student economic issues at school. PMID:26032271
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ERIC Educational Resources Information Center
Kingir, Sevgi; Geban, Omer; Gunel, Murat
2012-01-01
This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…
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ERIC Educational Resources Information Center
Bonface, Kamau; Thinguri, Ruth W.; Koech, Peter K.; Ngaruiya, B. N.
2015-01-01
The obstacles and difficulties hindering good performance in mathematics by Lower Primary school children seem to originate from inconsistence of instructional methods applied by teachers at the level. These methods don't agree with the ones initially applied by the children's teachers at preschool level. The effect of that could result in denying…
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ERIC Educational Resources Information Center
Laitusis, Vytas
2012-01-01
The overarching purpose behind this evaluation was to gauge the impact of AP professional development (PD) on AP student outcomes in a state with a significant rate of PD implementation. The evaluation attempted to predict the level of student AP performance by the number of AP professional development events attended by teachers in that school in…
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ERIC Educational Resources Information Center
Pan, Diane; Rudo, Zena H.; Schneider, Cynthia L.; Smith-Hansen, Lotte
This document reports on a study on the relationship between resources and student performance. The study examined district-level patterns of resource allocation, district and school resource practices implemented to improve student performance, and barriers and challenges to efficient resource allocation faced by districts and schools. The study…
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ERIC Educational Resources Information Center
Marion, Scott F.; Vander Els, Jonathan; Leather, Paul
2017-01-01
In New Hampshire, a new performance assessment system focuses on reciprocal accountability and shared leadership among teachers and leaders at the school, district, and state levels. This concept of reciprocal accountability, developed by school improvement expert Richard Elmore, is at the core of New Hampshire's Performance Assessment of…
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Beyond Averages: School Quality in Denver Public Schools
ERIC Educational Resources Information Center
Ooms, Alexander
2014-01-01
Since 2009, academic outcomes for students in Denver Public Schools (DPS) have slowly improved. The primary mechanism for increasing academic performance lies within the district's schools, and on an aggregate level Denver has seen a substantial rise in both the number of quality schools and the percentage of students they serve. Every child…
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Democratic School Turnarounds: Pursuing Equity and Learning from Evidence
ERIC Educational Resources Information Center
Trujillo, Tina; Renee, Michelle
2012-01-01
In 2009, the Obama Administration announced its intention to rapidly "turn around" 5,000 of the nation's lowest-performing schools. To do so, it relied on the School Improvement Grant program (SIG) to provide targeted funding for states and schools, and to mandate drastic, school-level reforms. While the program channels grants to…
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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…
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Charter Schools and Student Achievement in Florida
ERIC Educational Resources Information Center
Sass, Tim R.
2006-01-01
I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par…
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2013-01-01
Background Selection of medical students in the UK is still largely based on prior academic achievement, although doubts have been expressed as to whether performance in earlier life is predictive of outcomes later in medical school or post-graduate education. This study analyses data from five longitudinal studies of UK medical students and doctors from the early 1970s until the early 2000s. Two of the studies used the AH5, a group test of general intelligence (that is, intellectual aptitude). Sex and ethnic differences were also analyzed in light of the changing demographics of medical students over the past decades. Methods Data from five cohort studies were available: the Westminster Study (began clinical studies from 1975 to 1982), the 1980, 1985, and 1990 cohort studies (entered medical school in 1981, 1986, and 1991), and the University College London Medical School (UCLMS) Cohort Study (entered clinical studies in 2005 and 2006). Different studies had different outcome measures, but most had performance on basic medical sciences and clinical examinations at medical school, performance in Membership of the Royal Colleges of Physicians (MRCP(UK)) examinations, and being on the General Medical Council Specialist Register. Results Correlation matrices and path analyses are presented. There were robust correlations across different years at medical school, and medical school performance also predicted MRCP(UK) performance and being on the GMC Specialist Register. A-levels correlated somewhat less with undergraduate and post-graduate performance, but there was restriction of range in entrants. General Certificate of Secondary Education (GCSE)/O-level results also predicted undergraduate and post-graduate outcomes, but less so than did A-level results, but there may be incremental validity for clinical and post-graduate performance. The AH5 had some significant correlations with outcome, but they were inconsistent. Sex and ethnicity also had predictive effects on measures of educational attainment, undergraduate, and post-graduate performance. Women performed better in assessments but were less likely to be on the Specialist Register. Non-white participants generally underperformed in undergraduate and post-graduate assessments, but were equally likely to be on the Specialist Register. There was a suggestion of smaller ethnicity effects in earlier studies. Conclusions The existence of the Academic Backbone concept is strongly supported, with attainment at secondary school predicting performance in undergraduate and post-graduate medical assessments, and the effects spanning many years. The Academic Backbone is conceptualized in terms of the development of more sophisticated underlying structures of knowledge ('cognitive capital’ and 'medical capital’). The Academic Backbone provides strong support for using measures of educational attainment, particularly A-levels, in student selection. PMID:24229333
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Promoting children's health through physically active math classes: a pilot study.
Erwin, Heather E; Abel, Mark G; Beighle, Aaron; Beets, Michael W
2011-03-01
School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.
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Best Practice in Middle-School Science
NASA Astrophysics Data System (ADS)
Oliveira, Alandeom W.; Wilcox, Kristen C.; Angelis, Janet; Applebee, Arthur N.; Amodeo, Vincent; Snyder, Michele A.
2013-03-01
Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance.
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McManus, I C; Dewberry, Chris; Nicholson, Sandra; Dowell, Jonathan S
2013-11-14
Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome, particularly in mature applicants to medical school. UKCAT offers small but significant incremental validity which is operationally valuable where medical schools are making selection decisions based on incomplete measures of educational attainment. The study confirms the validity of using all the existing measures of educational attainment in full at the time of selection decision-making. Contextual measures provide little additional predictive value, except that students from high attaining secondary schools perform less well, an effect previously shown for UK universities in general.
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2013-01-01
Background Most UK medical schools use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training. Methods A prospective study of 4,811 students in 12 UK medical schools taking the UKCAT from 2006 to 2008 as a part of the medical school application, for whom first year medical school examination results were available in 2008 to 2010. Results UKCAT scores and educational attainment measures (General Certificate of Education (GCE): A-levels, and so on; or Scottish Qualifications Authority (SQA): Scottish Highers, and so on) were significant predictors of outcome. UKCAT predicted outcome better in female students than male students, and better in mature than non-mature students. Incremental validity of UKCAT taking educational attainment into account was significant, but small. Medical school performance was also affected by sex (male students performing less well), ethnicity (non-White students performing less well), and a contextual measure of secondary schooling, students from secondary schools with greater average attainment at A-level (irrespective of public or private sector) performing less well. Multilevel modeling showed no differences between medical schools in predictive ability of the various measures. UKCAT sub-scales predicted similarly, except that Verbal Reasoning correlated positively with performance on Theory examinations, but negatively with Skills assessments. Conclusions This collaborative study in 12 medical schools shows the power of large-scale studies of medical education for answering previously unanswerable but important questions about medical student selection, education and training. UKCAT has predictive validity as a predictor of medical school outcome, particularly in mature applicants to medical school. UKCAT offers small but significant incremental validity which is operationally valuable where medical schools are making selection decisions based on incomplete measures of educational attainment. The study confirms the validity of using all the existing measures of educational attainment in full at the time of selection decision-making. Contextual measures provide little additional predictive value, except that students from high attaining secondary schools perform less well, an effect previously shown for UK universities in general. PMID:24229380
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The Impact of Private Schools on Educational Attainment in the State of São Paulo
ERIC Educational Resources Information Center
Stern, Jonathan M. B.
2015-01-01
This study uses a comprehensive dataset on secondary school students in Brazil to examine the impact of private school enrollment on educational attainment in São Paulo. The results show that private school students (across all levels of tuition) perform better than their public school counterparts on Brazil's high school exit exam, even after…
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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…
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ERIC Educational Resources Information Center
Shaw-Elgin, Linda; Jackson, Jane; Kurkowski, Bob; Riehl, Lori; Syvertson, Karen; Whitney, Linda
This document outlines the performance standards for visual arts in North Dakota public schools, grades K-12. Four levels of performance are provided for each benchmark by North Dakota educators for K-4, 5-8, and 9-12 grade levels. Level 4 describes advanced proficiency; Level 3, proficiency; Level 2, partial proficiency; and Level 1, novice. Each…
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School Reform Meets Administrative Realities.
ERIC Educational Resources Information Center
Brown, Antoinette B.; And Others
Maryland's Challenge Grant Program was designed to bring systemic change to schools with relatively low performance levels. This paper presents findings of an ethnographic study that examined the workings of an educational reform effort across several levels of administration. Specifically, the study explored conditions that facilitated and…
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Clark-Reyna, Stephanie E.; Grineski, Sara E.; Collins, Timothy W.
2015-01-01
Children in low-income neighborhoods tend to be disproportionately exposed to environmental toxicants. This is cause for concern because exposure to environmental toxicants negatively affect health, which can impair academic success. To date, it is unknown if associations between air toxics and academic performance found in previous school-level studies persist when studying individual children. In pairing the National Air Toxics Assessment (NATA) risk estimates for respiratory and diesel particulate matter risk disaggregated by source, with individual-level data collected through a mail survey, this paper examines the effects of exposure to residential environmental toxics on academic performance for individual children for the first time and adjusts for school-level effects using generalized estimating equations. We find that higher levels of residential air toxics, especially those from non-road mobile sources, are statistically significantly associated with lower grade point averages among fourth and fifth grade school children in El Paso (Texas, USA). PMID:27034529
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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…
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ERIC Educational Resources Information Center
Murillo, F. Javier; Roman, Marcela
2011-01-01
The purpose of this investigation is to determine the incidence of school infrastructure and resources and its impact on the academic performance of primary education students in Latin America. A 4-level multilevel model was applied to the data of the Second Regional Comparative and Explanatory Study (SERCE) conducted by UNESCO, which researched…
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ERIC Educational Resources Information Center
Thomas, Edmund D.
Scores earned on the Navy's enlisted classification tests determine, in large part, the type of job specialty training a recruit will receive. About 50% of recruits qualify for academic training in Basic Class "A" level schools. How well the classification tests predict performance in these schools is important from both a cost and a…
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Menstruation and School Absenteeism: Evidence from Rural Malawi
ERIC Educational Resources Information Center
Grant, Monica; Lloyd, Cynthia; Mensch, Barbara
2013-01-01
The provision of toilets and menstrual supplies appears to be a promising strategy to promote adolescent girls' school attendance and performance in less developed countries. In this article, we use the first round of the Malawi Schooling and Adolescent Survey (MSAS) to examine the individual- and school-level factors associated with…
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School Violence: The Role of Parental and Community Involvement
ERIC Educational Resources Information Center
Lesneskie, Eric; Block, Steven
2017-01-01
This study utilizes the School Survey on Crime and Safety to identify variables that predict lower levels of violence from four domains: school security, school climate, parental involvement, and community involvement. Negative binomial regression was performed and the findings indicate that statistically significant results come from all four…
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Personality Traits and Intelligence Predict Academic School Grades
ERIC Educational Resources Information Center
Furnham, Adrian; Monsen, Jeremy
2009-01-01
This study examines the extent to which personality traits and intelligence scores predict school level academic performance (AP), (British GCSE: General Certificate of Secondary Education; America Grade 10) in different disciplines. The participant sample consisted of approximately 250 school pupils from three schools in the South East of…
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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…
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Performance Evaluation and Accountability for School Psychologists: Challenges and Opportunities
ERIC Educational Resources Information Center
Morrison, Julie Q.
2013-01-01
The call for school psychologists to demonstrate accountability in the evaluation of services at the individual, group, and system levels comes at a time when school districts nationally are pursuing personnel evaluation models that link teachers' instructional practices to student achievement. School psychologists have an opportunity to take a…
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Middle-Level Reform in High- And Low-Performing Middle Schools: A Question of Implementation?
ERIC Educational Resources Information Center
Roney, Kathleen; Brown, Kathleen M.; Anfara, Vincent A., Jr.
2004-01-01
Although reports calling for middle level schooling reform first appeared in the mid-1970s, change has been slow to come. In Turning Points: Preparing American Youth for the 21st Century (1989), the Carnegie Council on Adolescent Development outlined eight essential elements of middle level education. Drawing from the Carnegie Council's…
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ERIC Educational Resources Information Center
Brown, James D.
2010-01-01
Purpose: The purpose of this study was to examine Collins' good-to-great Level Five leadership attributes, as demonstrated by the leadership behaviors of superintendents of high-performing California public single-school districts. Methodology: The researcher used a case study design to conduct this study. Personal interviews were conducted in…
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Spera, Christopher; Wentzel, Kathryn R; Matto, Holly C
2009-09-01
This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All parents had relatively high educational aspirations for their children, and within each ethnic subgroup, parental education and children's academic performance were significantly and positively related to parental aspirations. However, moderating effects were found such that Caucasian parents with lower levels of education had significantly lower educational aspirations for their children than did parents of other ethnicities with similar low levels of education. Although the strength of the relationship between parental perceptions of school-related factors and parental aspirations for their children's educational attainment was not strong, it was most predictive of non-Caucasian parental aspirations for their children.
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Chen, Fu-Li; Lee, Albert
2016-03-01
The Taiwan Ministry of Health and Welfare and Ministry of Education launched the Health-Promoting School (HPS) program in 2002. One of the most significant barriers to evaluating HPS is the absence of adequate instruments. The main aim of this study is to develop the Taiwan Health-Promoting School Accreditation System (HPSAS) framework and then evaluate its accreditation effectiveness. The HPSAS accreditation standards were derived mainly from the World Health Organization (WHO) publication, WHO Health Promoting Schools: A Framework for Action in 2008 and the Taiwan School Health Act. Delphi technique and pilot test were used to confirm the availability and acceptability of the standards and procedures for HPSAS in 2011. After that, two rounds of school evaluations were completed in 2012 (214 participant schools) and 2014 (182 participant schools). The accreditation operation process included documentary reviews, national and international accredited commissioners conducted on-site visits. Descriptive analyses were used to indicate HPS award level distribution. The study established six key HPSAS standards. Each standard had at least two components; overall, there were 21 components and 47 scoring elements. Of the participating schools evaluated in 2012, four were at the gold, 14 silver, and 120 bronze levels, compared with five, 20, and 31, respectively, of schools evaluated in 2014. The study showed that schools at different award levels had different full-score rates in six standards. The schools at the gold level performed exceptionally well. The worst performance among the six standards at each award level was in the skill-based health curriculum. The HPSAS is an objective instrument used to evaluate the process and outcomes of the HPS program. In the future, combinations of different types of data (e.g. students' health behaviors, school climate, or teachers' health-teaching innovations) will enable further validation of the HPS effectiveness. © The Author(s) 2016.
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ERIC Educational Resources Information Center
Trujillo, Tina; Renée, Michelle
2015-01-01
Background: In 2009, the Obama Administration announced its intention to rapidly "turn around" 5,000 of the nation's lowest-performing schools. To do so, it relied on the School Improvement Grant (SIG) program to provide temporary funding for states and schools, and to mandate drastic, school-level reforms. Most of these reforms require…
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Want to Improve Teaching? Create Collaborative, Supportive Schools
ERIC Educational Resources Information Center
Allensworth, Elaine
2012-01-01
Teachers tend to leave schools where they feel ineffective. At the same time, it's harder to be effective in schools with the lowest levels of student performance, schools that are most in need of effective teaching. There is a pressing need to improve the quality of instruction in urban schools to reduce long-standing inequities in educational…
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ERIC Educational Resources Information Center
Akoma, Ahunna Margaux
2012-01-01
This case study of one school district examined how school leaders use student performance data and technology-based data analysis tools to engage in data-informed decision-making for continuous improvement. School leaders in this context included leaders at the district, school, and classroom levels. An extensive literature review provided the…
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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…
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ERIC Educational Resources Information Center
Parlar, Hanifi; Türkoglu, Muhammet Emin; Cansoy, Ramazan
2017-01-01
This study aims to examine teachers' opinions regarding the activities that can be performed at schools to ensure leadership development in students. Accordingly, an attempt to reveal what the leadership qualities of students should be, the activities that can be performed for the acquisition of leadership qualities and the applicability level of…
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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…
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ERIC Educational Resources Information Center
Finnigan, Kara S.; Gross, Betheny
2007-01-01
The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether…
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Dornelas, Lílian de Fátima; Magalhães, Lívia de Castro
2016-01-01
To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems. Copyright © 2015 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.
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Chow, Chong Man; Tan, Cin Cin; Buhrmester, Duane
2015-09-01
Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. Using cross-sectional data, we examined whether the link between depressive symptoms and academic performance would be mediated by school involvement at the intrapersonal (actor) and interpersonal (partner) levels. Data came from 155 pairs of same-sex adolescent friends (80 boys; M(age) = 16.17, SD = 0.44). The actor-partner interdependence model was used to examine the dyadic data and mediation hypotheses. Mediated actor effects showed that adolescents who had more depressive symptoms reported lower academic performance, and such an association was mediated by their own and their friend's lower school involvement. Mediated partner effects showed that adolescents who had more depressive symptoms also had a friend with lower academic performance, and such an association was mediated by both individuals' lower school involvement. This study provided evidence to support the broader interpersonal framework for understanding school involvement and academic performance. The current findings also have potential practical implications, especially for programmes targeted at addressing adolescents' school problems. © 2015 The British Psychological Society.
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Chow, Chong Man; Tan, Cin Cin; Buhrmester, Duane
2015-01-01
Background Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. Aims Using cross-sectional data, we examined whether the link between depressive symptoms and academic performance would be mediated by school involvement at the intrapersonal (actor) and interpersonal (partner) levels. Sample Data came from 155 pairs of same-sex adolescent friends (80 boys; Mage = 16.17, SD = .44). The Actor-Partner Interdependence Model (APIM) was used to examine the dyadic data and mediation hypotheses. Results Mediated actor effects showed that adolescents who had more depressive symptoms reported lower academic performance, and such an association was mediated by their own and their friend’s lower school involvement. Mediated partner effects showed that adolescents who had more depressive symptoms also had a friend with lower academic performance, and such an association was mediated by both individuals’ lower school involvement. Conclusions This study provided evidence to support the broader interpersonal framework for understanding school involvement and academic performance. The current findings also have potential practical implications, especially for programs targeted at addressing adolescents’ school problems. PMID:25858014
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Effect of visual media use on school performance: a prospective study.
Sharif, Iman; Wills, Thomas A; Sargent, James D
2010-01-01
To identify mechanisms for the impact of visual media use on adolescents' school performance. We conducted a 24-month, four-wave longitudinal telephone study of a national sample of 6,486 youth aged 10 to 14 years. Exposure measures: latent construct for screen exposure time (weekday time spent viewing television/playing videogames, presence of television in bedroom) and variables for movie content (proportion of PG-13 and R movies viewed). self- and parent reports of grades in school. Effects of media exposures on change in school performance between baseline and 24 months were assessed using structural equation modeling. Information about hypothesized mediators (substance use, sensation seeking, and school problem behavior) was obtained at baseline and at the 16-month follow-up. Adjusted for baseline school performance, baseline levels of mediators, and a range of covariates, both screen exposure time and media content had adverse effects on change in school performance. Screen exposure had an indirect effect on poor school performance through increased sensation seeking. Viewing more PG-13 and R-rated movies had indirect effects on poor school performance mediated through increases in substance use and sensation seeking. R-rated viewing also had an indirect effect on poor school performance through increased school behavior problems. The effect sizes of exposure time and content on the intermediate variables and ultimately on school performance were similar to those for previously recognized determinants of these mediators, including household income, parenting style, and adolescents' self-control. These aspects of visual media use adversely affect school performance by increasing sensation seeking, substance use, and school problem behavior. Copyright 2010 Society for Adolescent Medicine. Published by Elsevier Inc. All rights reserved.
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Effect of Visual Media Use on School Performance: A Prospective Study1
Sharif, Iman; Wills, Thomas A.; Sargent, James D.
2009-01-01
Purpose To identify mechanisms for the impact of visual media use on adolescents' school performance. Methods We conducted a 24-month, four-wave longitudinal telephone study of a national sample of 6,486 youth aged 10-14 years. Exposure Measures: Latent construct for screen exposure time (weekday time spent viewing television/playing videogames, presence of television in bedroom) and variables for movie content (proportion of PG13 and R movies viewed). Outcome Measure: Self and parent reports of grades in school. Effects of media exposures on change in school performance between baseline and 24 months were assessed using structural equation modeling. Information about hypothesized mediators (substance use, sensation-seeking, and school problem behavior) was obtained at baseline and at the16-month follow-up. Results Adjusted for baseline school performance, baseline levels of mediators, and a range of covariates, both screen exposure time and media content had adverse effects on change in school performance. Screen exposure had an indirect effect on poor school performance through increased sensation-seeking. Viewing more PG-13 and R-rated movies had indirect effects on poor school performance mediated through increases in substance use and sensation-seeking. R-rated viewing also had an indirect effect on poor school performance through increased school behavior problems. The effect sizes of exposure time and content on the intermediate variables and ultimately on school performance were similar to those for previously recognized determinants of these mediators – including household income, parenting style, and adolescents' self-control. Conclusions These aspects of visual media use adversely affect school performance by increasing sensation-seeking, substance use and school problem behavior. PMID:20123258
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ERIC Educational Resources Information Center
Wainaina, Isabellah Wanjiku
2015-01-01
Boards of Managements (B.O.M) carry with them the success or failure of the schools' management. The success of B.O.M is portrayed through good academic performance and high discipline standards in schools. Poor management on the other hand, may lead to the dissolution of the Board and nomination of another to manage the school. Performance of the…
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Practical Applications of Math and Science in Junior High Schools
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
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Allergens and β-Glucans in Dutch Homes and Schools: Characterizing Airborne Levels
Krop, Esmeralda J. M.; Jacobs, José H.; Sander, Ingrid; Raulf-Heimsoth, Monika; Heederik, Dick J. J.
2014-01-01
Background Indoor air quality has an effect on respiratory health. Children are more vulnerable to a decreased indoor air quality as their lungs are still developing. We measured levels of allergens and β-(1,3)-glucans in 19 school buildings and determined whether measured levels could be reproduced. School levels were compared to those in 169 homes and the effect of building characteristics on both home and school exposure was explored. Methods Electrostatic Dust fall Collectors were placed in school buildings for 8 weeks and in homes for 2 weeks to collect settled airborne dust. Cat, dog, and mouse allergen levels, domestic mite antigen levels and β-(1,3)-glucans were measured in the extracts from the collectors. Results were corrected for sampling duration. Using questionnaire data, relations between measured levels and building and classroom characteristics were explored. Results In schools, exposure levels were highest in classrooms and were influenced by the socioeconomic status of the children, the season measurements were performed, moisture status of the building and pet ownership. Repeated measurements in different seasons and over the years showed significantly different levels. Home exposure was influenced by socioeconomic status, occupancy and pet ownership. Domestic mite antigen was found in higher levels in extracts from homes compared to schools while pet allergen levels were 13 times higher in schools compared to homes without pets. For mouse allergen overall levels of exposure were low but still two times higher in schools compared to homes. Levels of β-(1,3)-glucans were also approximately two times higher in schools than in homes. Conclusion Exposure levels of several allergens and β-(1,3)-glucans in schools differ over time and are higher than in homes. For children, exposure levels measured at school could contribute to their total exposure as especially animal allergen levels can be much higher in schools compared to homes. PMID:24551183
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Individual and contextual factors associated with verbal bullying among Brazilian adolescents.
Azeredo, Catarina Machado; Levy, Renata Bertazzi; Araya, Ricardo; Menezes, Paulo Rossi
2015-05-01
Few studies have been carried out in low- middle-income countries assessing contextual characteristics associated with bullying. This study aimed to assess the relative importance of contextual (school and city) and individual-level factors to explain the variance in verbal bullying among a nationally representative sample of Brazilian adolescents. 59,348 students from 1,453 schools and 26 state capitals and the Federal District participated in the National Survey of School Health among 9th Grade Students (PeNSE, 2009). We performed multilevel logistic regression in a three level model (individual, school and city). The 30-day prevalence of verbal bullying among these students was 14.2%. We found that 1.8% and 0.3% of the total variance in bullying occurred at school-level and city-level, respectively, and 97.9% at individual-level. At city-level, all factors included failed to demonstrate a significant association with bullying (p < 0.05) whereas at school-level, private schools presented more bullying than public schools (OR = 1.17, CI 1.04-1.31). At individual-level, male gender, younger age, not living with both parents, exposed to domestic violence, under or overweight were all associated with bullying. All socioeconomic indicators assessed contributed little to explain the variance in bullying at individual, school or city-level. Population subgroups at risk identified according to their individual profile could be targeted in future interventions in Brazil.
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Evaluating Business School Undergraduates' Situation Analytical Ability.
ERIC Educational Resources Information Center
Lim, Ghee-Soon
2002-01-01
An instrument to test students' ability to analyze business situations was administered to 120 undergraduates. Level of study, achievement in business curriculum, and stress resilience were associated with test performance. Gender, age, family income, and high school results were not related to performance. (Contains 44 references.) (SK)
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2009-01-01
Background The aim of this 12-month study in pre-pubertal children was to evaluate the effect of school transportation on gain in lean and fat mass, muscle strength and physical performance. Methods Ninety-seven girls and 133 boys aged 7-9 years from the Malmö Pediatric Osteoporosis Prevention Study were included. Regional lean and fat mass were assessed by dual energy X-ray absorptiometry, isokinetic peak torque of knee extensors and flexors by a computerised dynamometer and physical performance by vertical jump height. Level of physical activity was assessed by accelerometers. The 12-month changes in children who walked or cycled to school were compared with changes in those who travelled by bus or car. Results There were no differences in baseline or annual changes in lean or fat mass gain, muscle strength or physical performance between the two groups. All children reached the internationally recommended level of 60 minutes per day of moderate or high physical activity by accelerometers. Conclusion The choice of school transportation in pre-pubertal children seems not to influence the gain in lean and fat mass, muscle strength or functional ability, probably as the everyday physical activity is so high that the mode of school transportation contributes little to the total level of activity.
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Sibling care, school performance, and depression among adolescent caretakers in Cambodia.
Yi, Siyan; Poudel, Krishna C; Yasuoka, Junko; Palmer, Paula H; Yi, Songky; Yanagisawa, Satoko; Jimba, Masamine
2012-06-01
In many resource-poor countries, home-based care for young children is crucial. Yet little has been known about the negative impacts of sibling caretaking on mental health conditions of adolescent student caretakers. This study explored associations between sibling caretaking, school performance, and depression among 1943 students randomly selected from 11 junior high and high schools in Cambodia. The Asian Adolescent Depression Scale was used to measure depressive symptoms. In bivariate analyses, we used χ(2) test or Fisher's exact test for categorical variables and t-test or one-way analysis of variance for continuous variables. Multiple linear regression models were then constructed. Of total, 60.1% of our participants took care of their younger sibling(s) regularly during the past one year. The number of siblings under their care ranged from one to nine, and the time they spent for sibling care ranged from one to 10h per day. After adjustment, increased levels of depressive symptoms remained significantly associated among boys with sibling caretaking (p<0.001), as well as poor school performance (p=0.001) and perceived likelihood of dropping out of school in the near future (p=0.002). Among girls, increased levels of depressive symptoms retained their significant association with sibling caretaking (p<0.001); also poor school performance (p<0.001). Sibling care responsibility might have negative impact on school performance and the mental health condition of adolescent caretakers. Copyright © 2012 Elsevier B.V. All rights reserved.
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ERIC Educational Resources Information Center
Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.
2011-01-01
This paper examined an ordinary level as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also revealed the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the study…
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ERIC Educational Resources Information Center
Kolawole, E. B.; Oginni, O. I.; Fayomi, E. O.
2011-01-01
This paper examined ordinary level result as predictors of students' academic performance in chemistry in South-west Nigeria universities. It also examined the relationship between the academic performance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the…
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Kim, So Young; Kim, Min-Su; Park, Bumjung; Kim, Jin-Hwan; Choi, Hyo Geun
2017-01-01
Although overuse of the internet has been suggested to be related to poor academic performance, the effects of internet use for education on academic performance showed conflict results in previous studies. Accordingly, the associations of school performance with internet use for study and for general purpose were explored in a large population of Korean adolescents. Cross-sectional data from the 2013 Korean Youth Risk Behaviour Web-based Survey (KYRBWS) were retrieved for 59,105 12- to 18-year-old adolescents. The associations between school performance and internet use were analysed using multinomial logistic regression with complex sampling. Days of physical activity, sex, obesity, region of residence, income level, parental education level, stress, sleep time, smoking, alcohol consumption, drug use, and total study time were recorded and adjusted for as confounders. Higher school performance was positively associated with longer internet use for study (adjusted odds ratio, AOR, of 2+ h [95% confidence interval] = 2.43 [2.10-2.82], 2.02 [1.78-2.30], 1.66 [1.46-1.89], and 1.30 [1.15-1.47] for performance groups A, B, C, and D, respectively, P < 0.001) but negatively associated with longer internet use for general purpose (AOR of 3+ h [95% confidence interval] = 0.68 [0.60-0.78], 0.85 [0.76-0.94], 0.83 [0.75-0.92], and 0.98 [0.89-1.08] for performance groups A, B, C, and D, respectively, P < 0.001). Higher school performance significantly positively correlated with internet use for study but negatively correlated with internet use for general purpose. Academic use of the internet could be a means of achieving good school performance.
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Kim, So Young; Kim, Min-Su; Park, Bumjung; Kim, Jin-Hwan
2017-01-01
Although overuse of the internet has been suggested to be related to poor academic performance, the effects of internet use for education on academic performance showed conflict results in previous studies. Accordingly, the associations of school performance with internet use for study and for general purpose were explored in a large population of Korean adolescents. Cross-sectional data from the 2013 Korean Youth Risk Behaviour Web-based Survey (KYRBWS) were retrieved for 59,105 12- to 18-year-old adolescents. The associations between school performance and internet use were analysed using multinomial logistic regression with complex sampling. Days of physical activity, sex, obesity, region of residence, income level, parental education level, stress, sleep time, smoking, alcohol consumption, drug use, and total study time were recorded and adjusted for as confounders. Higher school performance was positively associated with longer internet use for study (adjusted odds ratio, AOR, of 2+ h [95% confidence interval] = 2.43 [2.10–2.82], 2.02 [1.78–2.30], 1.66 [1.46–1.89], and 1.30 [1.15–1.47] for performance groups A, B, C, and D, respectively, P < 0.001) but negatively associated with longer internet use for general purpose (AOR of 3+ h [95% confidence interval] = 0.68 [0.60–0.78], 0.85 [0.76–0.94], 0.83 [0.75–0.92], and 0.98 [0.89–1.08] for performance groups A, B, C, and D, respectively, P < 0.001). Higher school performance significantly positively correlated with internet use for study but negatively correlated with internet use for general purpose. Academic use of the internet could be a means of achieving good school performance. PMID:28369147
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ERIC Educational Resources Information Center
Senger, Graciela
This curriculum unit, developed by the Montgomery County Public Schools, Maryland, was designed for use in the elementary level foreign language immersion program. It is geared toward the first grade science classroom. The unit includes instructional and performance objectives, necessary vocabulary lists, optional language structure sections,…
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ERIC Educational Resources Information Center
James, Chris; Connolly, Michael
2009-01-01
This article analyses the concept of organizational culture and the relationship between the organizational culture and the performance of staff work groups in schools. The article draws upon a study of 12 schools in Wales, UK, which despite being in disadvantaged settings have high levels of pupil attainment. A model is developed linking the…
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ERIC Educational Resources Information Center
Calub, Cecilia L.; Calub, Francelle L.
2017-01-01
This research sought to determine the level of productive vocabulary knowledge of the students grouped according to type of school and curriculum year level; performance of the students in the vocabulary test categorized according to frequency levels; their breadth of productive vocabulary knowledge related to type of school enrolled in,…
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ERIC Educational Resources Information Center
Choi, Namok; Chang, Mido
2011-01-01
This research examined the important factors influencing the mathematics achievement of students in middle schools by hierarchically specifying the personal and contextual variables. The study focused on the effect of school climate at the class level and the effects of student gender, attitude toward mathematics, educational aspiration, parent…
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AEL Continuous School Improvement Questionnaire. User Manual and Technical Report.
ERIC Educational Resources Information Center
Meehan, Merrill L.; Cowley, Kimberly S.; Craig, James R.; Balow, Nancy; Childers, Robert D.
The Continuous School Improvement Questionnaire (CSIQ) developed by the AEL helps a school staff gauge its performance on six dimensions related to continuous school improvement. Each member of the staff responds to the CSIQ individually. Although results might be used at the district or regional level, the most widely intended unit for applying…
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ERIC Educational Resources Information Center
Lewis, Steven
2017-01-01
This paper examines the Organization for Economic Cooperation and Development's (OECD) "PISA for Schools," a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I…
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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…
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Influence of schooling and age on cognitive performance in healthy older adults
Bento-Torres, N.V.O.; Bento-Torres, J.; Tomás, A.M.; Costa, V.O.; Corrêa, P.G.R.; Costa, C.N.M.; Jardim, N.Y.V.; Picanço-Diniz, C.W.
2017-01-01
Few studies have examined the influence of a low level of schooling on age-related cognitive decline in countries with wide social and economic inequalities by using the Cambridge Automated Neuropsychological Test Battery (CANTAB). The aim of the present study was to assess the influence of schooling on age-related cognitive decline using unbiased cognitive tests. CANTAB allows cognitive assessment across cultures and education levels with reduced interference of the examiner during data acquisition. Using two-way ANOVA, we assessed the influences of age and education on test scores of old adults (61–84 years of age). CANTAB tests included: Visual Sustained Attention, Reaction Time, Spatial Working Memory, Learning and Episodic Memory. All subjects had a minimum visual acuity of 20/30 (Snellen Test), no previous or current history of traumatic brain/head trauma, stroke, language impairment, chronic alcoholism, neurological diseases, memory problems or depressive symptoms, and normal scores on the Mini Mental State Examination (MMSE). Subjects were grouped according to education level (1 to 7 and ≥8 years of schooling) and age (60–69 and ≥70 years). Low schooling level was associated with significantly lower performance on visual sustained attention, learning and episodic memory, reaction time, and spatial working memory. Although reaction time was influenced by age, no significant results on post hoc analysis were detected. Our findings showed a significantly worse cognitive performance in volunteers with lower levels of schooling and suggested that formal education in early life must be included in the preventive public health agenda. In addition, we suggest that CANTAB may be useful to detect subtle cognitive changes in healthy aging. PMID:28355353
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The Effects of Noise on Pupil Performance.
ERIC Educational Resources Information Center
Slater, Barbara Ruth
Effects of school noise conditions on student written task performance were studied. Three noise levels were examined--(1) irregular interval noise, 75-90 decibels, (2) average or normal noise, and (3) quiet condition, 45-55 decibels. An attempt was made to reproduce noise conditions typical of the school environment. A second controlled…
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Improving the Teaching of Science and Technology in Primary Schools--A Cluster Approach
ERIC Educational Resources Information Center
Chambers, Paul
2017-01-01
The position of science and technology in Scottish primary schools is broadly similar to most other primary schools throughout Great Britain. There are certain schools and individuals that perform at a very high level but many schools are hampered by a lack of resources, a lack of confidence in teaching the topics and some significant gaps in the…
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Florida SpringBoard® Schools Efficacy Study. Statistical Report 2015-1
ERIC Educational Resources Information Center
Niu, Sunny; Li, Jun; Merriman, Jennifer; Matos-Elefonte, Haifa
2015-01-01
In this study, we compare SpringBoard® (SB) schools that had continuously used the SB English Language Arts (ELA) curriculum for at least three years with comparable non-SB schools. For high schools, the outcomes examined were school-level AP® participation and performance for a) all AP subjects, b) ELA and social science AP subjects, and c) ELA…
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ERIC Educational Resources Information Center
McBride, Ron E.; Stuessy, Carol
1996-01-01
Accelerated schools strive to bring at-risk students into the educational mainstream and perform at grade level through acceleration rather than remediation. Describes four steps to initiate the accelerated process and how a Texas middle school involved all members of the school community in implementing the first two steps, taking stock and…
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ERIC Educational Resources Information Center
Matsudaira, Jordan D.; Hosek, Adrienne; Walsh, Elias
2012-01-01
We examine the effects of Title I on school behavior, resources, and academic performance using a rich set of school finance and student-level achievement data from one large urban school district using a regression discontinuity design. We find that Title I eligibility raises Federal revenues of schools by about $460 per student. This is…
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Student Bedtimes, Academic Performance, and Health in a Residential High School.
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.
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ERIC Educational Resources Information Center
Simba, Nicholas Odoyo; Agak, John Odwar; Kabuka, Eric K.
2016-01-01
In Muhoroni Sub-County, Kenya, pupils' academic performance has received little attention in relation to discipline. The objectives of this study were to determine the level of discipline and extent of impact of discipline on academic performance among class eight pupils in the sub-county's public primary schools. The study adopted descriptive…
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ERIC Educational Resources Information Center
Musau, Lydia Mbaki; Migosi, Joash; Muola, James Matee
2013-01-01
There has been incessant low academic performance in Science, Mathematics and Technology (SMT) subjects especially among girls at form four level in Kitui Central District over the years. The aim of this study was to investigate the determinants of girls' performance in SMT subjects in public secondary schools. Using ex-post-facto survey research…
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Exploring the Possibility and Potential for Pay for Performance in America's Public Schools
ERIC Educational Resources Information Center
Ellerson, Noelle M.
2009-01-01
In response to a growing dialogue at the local, state and national levels around the idea of restructuring teacher pay to include performance measures, the American Association of School Administrators surveyed a randomly selected sample of its members to gauge their feedback and interest in pay-for-performance programs. AASA launched this survey…
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ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT.
Staff, Jeremy; Schulenberg, John E; Bachman, Jerald G
2010-07-01
Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work.
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ADOLESCENT WORK INTENSITY, SCHOOL PERFORMANCE, AND ACADEMIC ENGAGEMENT*
Staff, Jeremy; Schulenberg, John E.; Bachman, Jerald G.
2010-01-01
Teenagers working over 20 hours per week perform worse in school than youth who work less. There are two competing explanations for this association: (1) that paid work takes time and effort away from activities that promote achievement, such as completing homework, preparing for examinations, getting help from parents and teachers, and participating in extracurricular activities; and (2) that the relationship between paid work and school performance is spurious, reflecting preexisting differences between students in academic ability, motivation, and school commitment. Using longitudinal data from the ongoing national Monitoring the Future project, this research examines the impact of teenage employment on school performance and academic engagement during the 8th, 10th, and 12th grades. We address issues of spuriousness by using a two-level hierarchical model to estimate the relationships of within-individual changes in paid work to changes in school performance and other school-related measures. Unlike prior research, we also compare youth school performance and academic orientation when they are actually working in high-intensity jobs to when they are jobless and wish to work intensively. Results indicate that the mere wish for intensive work corresponds with academic difficulties in a manner similar to actual intensive work. PMID:20802795
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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.
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A Strategy for Improving US Middle School Student Mathematics Word Problem Solving Performance
NASA Technical Reports Server (NTRS)
Thomas, Valerie L.
2004-01-01
U.S. middle school students have difficulty understanding and solving mathematics word problems. Their mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves. This researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy.
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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.
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Paek, Hye-Jin; Hove, Thomas; Oh, Hyun Jung
2013-10-01
In efforts to curb and prevent youth smoking, school tobacco policies have become an important and effective strategy. This study explores the degrees and types of tobacco-free school policy (TFSP) enforcement that are associated with adolescent smoking. A multilevel analysis was performed using 983 students who are nested in 14 schools. The individual-level data are drawn from the 2009 Michigan Youth Risk Behavior Survey. The school-level data are drawn from the 2008 School Health Profiles survey. Two factors are associated with lower adolescent smoking: greater punishment for TFSP violation and more tobacco control communication efforts. By contrast, the factors associated with higher adolescent smoking are designation of a tobacco-free school zone and school-level smoking. This study theoretically and methodologically guides researchers to test TFSP effectiveness in other states. Three strategic implications emerge: (1) schools should provide a consistent antismoking message in smoke-free environments; (2) schools should integrate TFSP into a comprehensive tobacco control initiative, including community-wide tobacco control programs and messages; and (3) the way a specific TFSP is promoted and communicated could determine how effective it is. © 2013, American School Health Association.
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ERIC Educational Resources Information Center
Dougherty, Chrys; Shaw, Teresa
2016-01-01
This report looks at student achievement levels in Arkansas school districts disaggregated by district poverty and by the district's performance relative to other districts. We estimated district performance statistics by subject and grade level (4, 8, and 11-12) for longitudinal student cohorts, using statistical models that adjusted for district…
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Students' Achievement and Homework Assignment Strategies.
Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José
2017-01-01
The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.
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Students' Achievement and Homework Assignment Strategies
Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José
2017-01-01
The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall. PMID:28326046
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The 9th grade shock and the high school dropout crisis.
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.
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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.
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ERIC Educational Resources Information Center
Shibo, Margaret Nekesa
2016-01-01
The purpose of this study was to compare the influence of management styles of head teacher's on pupils' performance in private and public primary schools in Nakuru municipality at Kenya Certificate of Primary Education level. The population comprised of teachers and head teachers in public primary schools. The study adopted the ex post facto…
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2014-01-01
Background The UK Clinical Aptitude Test (UKCAT) was introduced to facilitate widening participation in medical and dental education in the UK by providing universities with a continuous variable to aid selection; one that might be less sensitive to the sociodemographic background of candidates compared to traditional measures of educational attainment. Initial research suggested that males, candidates from more advantaged socioeconomic backgrounds and those who attended independent or grammar schools performed better on the test. The introduction of the A* grade at A level permits more detailed analysis of the relationship between UKCAT scores, secondary educational attainment and sociodemographic variables. Thus, our aim was to further assess whether the UKCAT is likely to add incremental value over A level (predicted or actual) attainment in the selection process. Methods Data relating to UKCAT and A level performance from 8,180 candidates applying to medicine in 2009 who had complete information relating to six key sociodemographic variables were analysed. A series of regression analyses were conducted in order to evaluate the ability of sociodemographic status to predict performance on two outcome measures: A level ‘best of three’ tariff score; and the UKCAT scores. Results In this sample A level attainment was independently and positively predicted by four sociodemographic variables (independent/grammar schooling, White ethnicity, age and professional social class background). These variables also independently and positively predicted UKCAT scores. There was a suggestion that UKCAT scores were less sensitive to educational background compared to A level attainment. In contrast to A level attainment, UKCAT score was independently and positively predicted by having English as a first language and male sex. Conclusions Our findings are consistent with a previous report; most of the sociodemographic factors that predict A level attainment also predict UKCAT performance. However, compared to A levels, males and those speaking English as a first language perform better on UKCAT. Our findings suggest that UKCAT scores may be more influenced by sex and less sensitive to school type compared to A levels. These factors must be considered by institutions utilising the UKCAT as a component of the medical and dental school selection process. PMID:24400861
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A Case Study of the Strategic Staffing Initiative Used in Charlotte-Mecklenburg Schools
ERIC Educational Resources Information Center
March, Kendra D.
2013-01-01
Accountability standards challenge schools to provide quality education for all students and to ensure that all students are on grade level by the end of the school year. If schools fall short of this challenge failing to make at least one year of progress, schools are at risk of being identified as low performing. In this age of accountability,…
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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…
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ERIC Educational Resources Information Center
Cordes, Sarah A.
2017-01-01
A common argument leveled against charter schools is that they attract the most motivated and intelligent students from already struggling public schools. Marcus Winters seeks to examine this claim, known as "cream-skimming," by comparing the performance of New York City's (NYC) charter middle schools with a set of traditional selective…
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ERIC Educational Resources Information Center
Koon, Sharon; Petscher, Yaacov; Foorman, Barbara R.
2014-01-01
State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are "beating the odds" is typically accomplished by comparing a school's observed performance on…
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ERIC Educational Resources Information Center
Koon, Sharon; Petscher, Yaacov; Foorman, Barbara R.
2014-01-01
State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are "beating the odds" is typically accomplished by comparing a school's observed performance on…
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ERIC Educational Resources Information Center
Perera, Thushanthi; Frei, Simone; Frei, Balz; Bobe, Gerd
2015-01-01
A sedentary life style contributes to many chronic diseases and poor educational performance. Since elementary school-aged children spend most wakeful hours in school, classroom teachers are essential for providing physical activity (PA) breaks during school. As first objective, we assessed current PA levels for Oregon public elementary schools…
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The Illinois Best Practice School Study: 2003-2006. Research & Policy Report 1-2007
ERIC Educational Resources Information Center
Curry, Lynne; Pacha, Joseph; Baker, Paul J.
2007-01-01
The Illinois Best Practice School Study is part of a national research study to investigate successful practices in schools. This multi-year study (2003-2006) sought to identify and analyze the best practices of schools that are considered to be consistent high performers despite significant poverty levels. The Illinois study (underwritten by the…
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ERIC Educational Resources Information Center
Marks, Gary N.
2015-01-01
This article examines school sector differences in student performance Years 3, 5, and 7 in numeracy, reading, writing, spelling and grammar using data from the Longitudinal Study of Australian Children and the national testing program (NAPLAN). At each of the 3 Year levels, there are sizable school sector differences with students from…
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Equity and Reform at the Secondary Level
ERIC Educational Resources Information Center
Ramirez, Daniel; Nelson, Meta; Medina, Joe
2007-01-01
Imagine a California middle school with an academic performance index (API) of 435, one of the lowest in the region. This same school has a serious gang presence, with fighting, drugs and graffiti as dominant features. The students see school as a place for socializing, not studying. Now take a look at this same school five years later. The API…
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ERIC Educational Resources Information Center
Moore, Forrest W.
2009-01-01
The primary objective of this qualitative study is to explore the impact of autonomy on the relationship between schools and districts of the school level across governance, operations, curriculum and instruction and the decision making that accompanies the each of these factors. More specifically, this study focuses the impact of autonomy within…
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ERIC Educational Resources Information Center
Nebraska State Dept. of Education, Lincoln.
The Nebraska state career education plan was developed to assist individuals in developing essential educational and career skills for responsible functioning. The plan, linking the school and work world, extends chronologically: elementary level--career awareness, middle/junior high school level--career exploration, and senior high school…
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Organizational Health Directly Influences Student Performance at the Middle Level.
ERIC Educational Resources Information Center
Brown, Kathleen M.; Roney, Kathleen; Anfara, Vincent A., Jr.
2003-01-01
Explored the implementation of middle level reform components in both high- and low-performing middle schools, seeking to identify factors linked to student achievement. Found that organizational health, which includes academic focus, teacher affiliation, and resource support, more directly influences student performance than simple implementation…
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Leutzinger, Todd J; Gillen, Zachary M; Miramonti, Amelia M; McKay, Brianna D; Mendez, Alegra I; Cramer, Joel T
2018-05-01
Leutzinger, TJ, Gillen, ZM, Miramonti, AM, McKay, BD, Mendez, AI, and Cramer, JT. Anthropometric and athletic performance combine test results among positions within grade levels of high school-aged American football players. J Strength Cond Res 32(5): 1288-1296, 2018-The purpose of this study was to investigate differences among player positions at 3 grade levels in elite, collegiate-prospective American football players. Participants' data (n = 7,160) were analyzed for this study (mean height [Ht] ± SD = 178 ± 7 cm, mass [Bm] = 86 ± 19 kg). Data were obtained from 12 different high school American football recruiting combines hosted by Zybek Sports (Boulder, Colorado). Eight 2-way (9 × 3) mixed factorial analysis of variances {position (defensive back [DB], defensive end, defensive lineman, linebacker, offensive lineman [OL], quarterback, running back, tight end, and wide receiver [WR]) × grade (freshmen, sophomores, and juniors)} were used to test for differences among the mean test scores for each combine measure (Ht, Bm, 40-yard [40 yd] dash, proagility [PA] drill, L-cone [LC] drill, vertical jump [VJ], and broad jump [BJ]). There were position-related differences (p ≤ 0.05) for Ht, 40 yd dash, and BJ, within each grade level and for Bm, PA, LC, and VJ independent of grade level. Generally, the results showed that OL were the tallest, weighed the most, and exhibited the lowest performance scores among positions. Running backs were the shortest, whereas DBs and WRs weighed the least and exhibited the highest performance scores among positions. These results demonstrate the value of classifying high school-aged American football players according to their specific position rather than categorical groupings such as "line" vs. "skill" vs. "big skill" when evaluating anthropometric and athletic performance combine test results.
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Durkin, Kevin; Mok, Pearl L H; Conti-Ramsden, Gina
2015-01-01
Background In general, children with specific language impairment (SLI) tend to fall behind their typically developing (TD) peers in educational attainment. Less is known about how children with SLI fare in particular areas of the curriculum and what predicts their levels of performance. Aims To compare the distributions of performance of children with SLI in three core school subjects (English, Mathematics and Science); to test the possibility that performance would vary across the core subjects; and to examine the extent to which language impairment predicts performance. Methods & Procedures This study was conducted in England and reports historical data on educational attainments. Teacher assessment and test scores of 176 eleven-year-old children with SLI were examined in the three core subjects and compared with known national norms. Possible predictors of performance were measured, including language ability at ages 7 and 11, educational placement type, and performance IQ. Outcomes & Results Children with SLI, compared with national norms, were found to be at a disadvantage in core school subjects. Nevertheless, some children attained the levels expected of TD peers. Performance was poorest in English; relative strengths were indicated in Science and, to a lesser extent, in Mathematics. Language skills were significant predictors of performance in all three core subjects. PIQ was the strongest predictor for Mathematics. For Science, both early language skills at 7 years and PIQ made significant contributions. Conclusions & Implications Language impacts on the school performance of children with SLI, but differentially across subjects. English for these children is the most challenging of the core subjects, reflecting the high levels of language demand it incurs. Science is an area of relative strength and mathematics appears to be intermediate, arguably because some tasks in these subjects can be performed with less reliance on verbal processing. Many children with SLI do have the potential to reach or exceed educational targets that are set at national levels for TD children. PMID:25469890
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Matthew H.E.M. Browning; Ming Kuo; Sonya Sachdeva; Kangjae Lee; Lynne Westphal
2018-01-01
Recent studies find vegetation around schools correlates positively with student test scores. To test this relationship in schools with less green cover and more disadvantaged students, we replicated a leading study, using six years of NDVI-derived greenness data to predict school-level math and reading achievement in 404 Chicago public schools. A direct replication...
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Organizational Socialization and Its Relation with Organizational Performance in High Schools
ERIC Educational Resources Information Center
Balci, Ali; Ozturk, Inci; Polatcan, Mahmut; Saylik, Ahmet; Bil, Erkut
2016-01-01
This study is designed to explore organizational socialization and organizational performance levels of secondary school teachers and the relation between the two variables mentioned. The study is designed as correlational research. The target population of the research consists of 5744 teachers who work in public and private Anatolian high…
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The School Performance of Post-H. Influenza Meningitic Children. Final Report.
ERIC Educational Resources Information Center
Pate, John E.
Reported was a project studying the school performance of children who had survived laboratory confirmed Haemophilus influenza meningitis prior to 4 years of age without observable sequelae and who were enrolled in regular primary grades. Thirty-nine index children were matched with controls by age, sex, socioeconomic level, and classroom…
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Accounting for the Performance of Students With Disabilities on Statewide Assessments
ERIC Educational Resources Information Center
Malmgren, Kimber W.; McLaughlin, Margaret J.; Nolet, Victor
2005-01-01
The current study investigates school-level factors that affect the performance of students with disabilities on statewide assessments. Data were collected as part of a larger study examining the effects of education policy reform on students with disabilities. Statewide assessment data for students with disabilities from 2 school districts within…
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ERIC Educational Resources Information Center
Wang, Ye; Gushta, Matthew
2013-01-01
The No Child Left Behind Act resulted in increased school-level implementation of assessment-based school interventions that aim to improve student performance. Diagnostic assessments are included among these interventions, designed to help teachers use evidence about student performance to modify and differentiate instruction and improve student…
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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…
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ERIC Educational Resources Information Center
Rayneri, Letty J.; Gerber, Brian L.; Wiley, Larry P.
2006-01-01
Inconsistent performance by gifted students has been a source of frustration for both parents and educators for decades. Several studies on gifted under achievement point to a connection between student learning styles and classroom performance.This study examined the learning styles of gifted middle school students, student perceptions of the…
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Faculty Groups: From Frustration to Collaboration
ERIC Educational Resources Information Center
Wheelan, Susan A.
2004-01-01
To develop high-performance teams and improve student learning and achievement educators are making changes in the way they interact with colleagues. Educators are participating in various school teams-grade level teams, vertical teams, school leadership teams, study groups, and school improvement teams. This book translates what social scientists…
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MHA admission criteria and program performance: do they predict career performance?
Porter, J; Galfano, V J
1987-01-01
The purpose of this study was to determine to what extent admission criteria predict graduate school and career performance. The study also analyzed which objective and subjective criteria served as the best predictors. MHA graduates of the University of Minnesota from 1974 to 1977 were surveyed to assess career performance. Student files served as the data base on admission criteria and program performance. Career performance was measured by four variables: total compensation, satisfaction, fiscal responsibility, and level of authority. High levels of MHA program performance were associated with women who had high undergraduate GPAs from highly selective undergraduate colleges, were undergraduate business majors, and participated in extracurricular activities. High levels of compensation were associated with relatively low undergraduate GPAs, high levels of participation in undergraduate extracurricular activities, and being single at admission to graduate school. Admission to MHA programs should be based upon both objective and subjective criteria. Emphasis should be placed upon the selection process for MHA students since admission criteria are shown to explain 30 percent of the variability in graduate program performance, and as much as 65 percent of the variance in level of position authority.
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Flouri, Eirini; Sarmadi, Zahra
2016-02-01
This study investigated the role of the interaction between prosocial behavior and contextual (school and neighborhood) risk in children's trajectories of externalizing and internalizing problems at ages 3, 5, and 7. The sample was 9,850 Millennium Cohort Study families who lived in England when the cohort children were aged 3. Neighborhood context was captured by the proportion of subsidized (social rented) housing in the neighborhood and school context by school-level achievement. Even after adjustment for child- and family-level covariates, prosocial behavior was related both to lower levels of problem behavior at school entry and to its trajectory before and after. Neighborhood social housing was related to the trajectory of problem behavior, and school-level achievement to lower levels of problem behavior at school entry. The negative association between prosocial and problem behavior was stronger for children attending low-performing schools or living in disadvantaged neighborhoods. The adverse "effect" of low prosocial behavior, associated with low empathy and guilt and with constricted emotionality, on internalizing and externalizing problems appears to be exacerbated in high-risk contexts. PsycINFO Database Record (c) 2016 APA, all rights reserved.
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School-based exposure to hazardous air pollutants and grade point average: A multi-level study.
Grineski, Sara E; Clark-Reyna, Stephanie E; Collins, Timothy W
2016-05-01
The problem of environmental health hazards around schools is serious but it has been neglected by researchers and analysts. This is concerning because children are highly susceptible to the effects of chemical hazards. Some ecological studies have demonstrated that higher school-level pollution is associated with lower aggregate school-level standardized test scores likely, related to increased respiratory illnesses and/or impaired cognitive development. However, an important question remains unexamined: How do school-level exposures impact individual children's academic performance? To address this, we obtained socio-demographic and grades data from the parents of 1888 fourth and fifth grade children in the El Paso (Texas, USA) Independent School District in 2012. El Paso is located on the US-side of the Mexican border and has a majority Mexican-origin population. School-based hazardous air pollution (HAP) exposure was calculated using census block-level US Environmental Protection Agency National Air Toxics Assessment risk estimates for respiratory and diesel particulate matter (PM). School-level demographics were obtained from the school district. Multi-level models adjusting for individual-level covariates (e.g., age, sex, race/ethnicity, English proficiency, and economic deprivation) and school-level covariates (e.g., percent of students economically disadvantaged and student-teacher ratio) showed that higher school-level HAPs were associated with lower individual-level grade point averages. An interquartile range increase in school-level HAP exposure was associated with an adjusted 0.11-0.40 point decrease in individual students' grade point averages (GPAs), depending on HAP type and emission source. Respiratory risk from HAPs had a larger effect on GPA than did diesel PM risk. Non-road mobile and total respiratory risk had the largest effects on children's GPA of all HAP variables studied and only mother's level of education had a larger effect than those two variables on children's GPA. The five school-level demographic indicators were only weakly associated with GPA. The study findings indicate the need for regulations on school siting and adjacent land uses to protect children's environmental health. Copyright © 2016 Elsevier Inc. All rights reserved.
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The 9th Grade Shock and the High School Dropout Crisis
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
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The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement
NASA Astrophysics Data System (ADS)
Pruitt, Stephen L.
This study analyzed a state department of education's ability to have actual influence over the improvement of science achievement and proficiency by having direct relationships with science teachers in Georgia's lowest performing schools. The study employed a mixed ANOVA analysis of the mean scale scores and proficiency rates of the science portion of the Georgia High School Graduation Test (GHSGT) for the years 2004 through 2007 to determine if the intervention by the Science Mentor Program (SMP) had significant effect on the science achievement and proficiency within the cohort of schools, as compared to a set of schools receiving no intervention, on various subgroups within the schools, and on various levels of intervention within the SMP. All data used in this study are available to the public through the Georgia Department of Education (GaDOE). SMP schools were selected based on their level of intervention for three consecutive years. Non-SMP schools were selected based on demographic similarities in economically disadvantaged, white, African-American, and students with disabilities to ensure a match of pairings for analyses. The results of this study showed significant improvement of scale scores and proficiency rates between 2004 and 2007. The study showed significant increases in all schools regardless of treatment. The study also showed significant differences in performance within the subgroups. Males, white, non-Economically Disadvantaged, and regular education students were all found to have significantly better performance in both achievement and proficiency rate. Economically Disadvantaged students were found to have a significant difference with regard to treatment groups. There was a significant difference between the mean scale score and proficiency rates of Economically Disadvantaged students in schools receiving high-intervention and schools receiving no-intervention. Further analysis showed that the only significant difference was in 2004, the year prior to implementation. Results indicate while the high-intervention schools did perform lower over all four years, they were not significantly different during the time of treatment indicating high-intervention schools performed at levels equivalent to schools receiving no-intervention. This study provided evidence of the success of a specific intervention by a state education agency to improve science education for the practicing teacher and its role in improving student science achievement. It will be used by policymakers to determine future activities and potential funding of other such programs. This also has a potential for national use as it is the only program of this nature operated by a department of education in the country.
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Bos, Henny M W; Sandfort, Theo G M; de Bruyn, Eddy H; Hakvoort, Esther M
2008-01-01
The authors examined whether 13- to 15-year-old adolescents who experience feelings of same-sex attraction (SSA) differ from those without such feelings in the quality of relationships with parents, peers, and class mentors and in psychosocial functioning (health status and school performance). The authors also assessed whether differences in psychosocial functioning resulted from differences in the quality of social relationships. Data were collected from 866 Dutch high school students (mean age 13.61 years) by means of a computer-based questionnaire. Of the participants, 74 (8.5%) reported having feelings of SSA. The participants with SSA rated the quality of their relationships with their fathers and their peers lower than did those without SSA. Participants with SSA also had poorer mental health (higher levels of depression and lower levels of self-esteem) and lower school performance. A mediation analysis revealed that differences in psychosocial functioning resulted from differences in the quality of the same-sex attracted youths' social relationships, especially with fathers and peers. Copyright (c) 2008 APA.
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Impact of literacy and years of education on the diagnosis of dementia: A population-based study.
Contador, Israel; Del Ser, Teodoro; Llamas, Sara; Villarejo, Alberto; Benito-León, Julián; Bermejo-Pareja, Félix
2017-03-01
The effect of different educational indices on clinical diagnosis of dementia requires more investigation. We compared the differential influence of two educational indices (EIs): years of schooling and level of education (i.e., null/low literacy, can read and write, primary school, and secondary school) on global cognition, functional performance, and the probability of having a dementia diagnosis. A total of 3,816 participants were selected from the population-based study of older adults "Neurological Disorders in Central Spain" (NEDICES). The 37-item version of the Mini-Mental State Examination (MMSE-37) and the Pfeffer's questionnaire were applied to assess cognitive and functional performance, respectively. The diagnosis of dementia was performed by expert neurologists according to Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV) criteria. Logistic regression models adjusted for potential confounders were carried out to test the association between the two EIs and dementia diagnosis. Both EIs were significantly associated with cognitive and functional scores, but individuals with null/low literacy performed significantly worse on MMSE-37 than literates when these groups were compared in terms of years of schooling. The two EIs were also related to an increased probability of dementia diagnosis in logistic models, but the association's strength was stronger for level of education than for years of schooling. Literacy predicted cognitive performance over and above the years of schooling. Lower education increases the probability of having a dementia diagnosis but the impact of different EIs is not uniform.
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Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.
2016-01-01
BACKGROUND School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. This study examined relationships between school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance in Washington State. METHODS Hierarchical Generalized Linear Models were used to examine predictive associations between school-averaged levels of substance use and risk and protective factors and Washington State students’ likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. RESULTS Results indicate that levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. CONCLUSIONS The findings suggest that implementing prevention programs that target empirically identified risk and protective factors have the potential to positively affect students’ academic achievement. PMID:26149305
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The Concept of Performance Levels in Criterion-Referenced Assessment.
ERIC Educational Resources Information Center
Hewitson, Mal
The concept of performance levels in criterion-referenced assessment is explored by applying the idea to different types of tests commonly used in schools, mastery tests (including diagnostic tests) and achievement tests. In mastery tests, a threshold performance standard must be established for each criterion. Attainment of this threshold…
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Onate, James A; Starkel, Cambrie; Clifton, Daniel R; Best, Thomas M; Borchers, James; Chaudhari, Ajit; Comstock, R Dawn; Cortes, Nelson; Grooms, Dustin R; Hertel, Jay; Hewett, Timothy E; Miller, Meghan Maume; Pan, Xueliang; Schussler, Eric; Van Lunen, Bonnie L
2018-01-01
The fourth edition of the Preparticipation Physical Evaluation recommends functional testing for the musculoskeletal portion of the examination; however, normative data across sex and grade level are limited. Establishing normative data can provide clinicians reference points with which to compare their patients, potentially aiding in the development of future injury-risk assessments and injury-mitigation programs. To establish normative functional performance and limb-symmetry data for high school-aged male and female athletes in the United States. Cross-sectional study. Athletic training facilities and gymnasiums across the United States. A total of 3951 male and female athletes who participated on high school-sponsored basketball, football, lacrosse, or soccer teams enrolled in this nationwide study. Functional performance testing consisted of 3 evaluations. Ankle-joint range of motion, balance, and lower extremity muscular power and landing control were assessed via the weight-bearing ankle-dorsiflexion-lunge, single-legged anterior-reach, and anterior single-legged hop-for-distance (SLHOP) tests, respectively. We used 2-way analyses of variance and χ 2 analyses to examine the effects of sex and grade level on ankle-dorsiflexion-lunge, single-legged anterior-reach, and SLHOP test performance and symmetry. The SLHOP performance differed between sexes (males = 187.8% ± 33.1% of limb length, females = 157.5% ± 27.8% of limb length; t = 30.3, P < .001). A Cohen d value of 0.97 indicated a large effect of sex on SLHOP performance. We observed differences for SLHOP and ankle-dorsiflexion-lunge performance among grade levels, but these differences were not clinically meaningful. We demonstrated differences in normative data for lower extremity functional performance during preparticipation physical evaluations across sex and grade levels. The results of this study will allow clinicians to compare sex- and grade-specific functional performances and implement approaches for preventing musculoskeletal injuries in high school-aged athletes.
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Bae, Young-Hyeon; Yu, Jae-Ho; Lee, Suk Min
2016-01-01
[Purpose] This study aimed to compare basic physical fitness, aerobic capacity, and isokinetic strength between international and national level freestyle high school student swimmers. [Subjects and Methods] A total of 28 participants (14 international level swimmers and 14 national level freestyle high school student swimmers) with no known pathology were included. We used a cross-sectional study to examine three variables: basic physical fitness, aerobic capacity, and isokinetic strength. [Results] The mean values of these variables in the international level swimmers were higher than those in the national level swimmers. Swimmers are generally physically fit with a good competition record. [Conclusion] An appropriate training program, which considers specific individual characteristics is likely to have a positive impact on the improvement of total physical fitness, and subsequently, on the performance of the freestyle high school swimmer. PMID:27134379
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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…
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Measuring Competition: Inconsistent Definitions, Inconsistent Results
ERIC Educational Resources Information Center
Linick, Matthew Allen
2014-01-01
There is a developing literature examining how charter schools, through the effects of competition, impact performance in public school districts and district-run public schools, also known as the second-level effects of competition. What follows is an examination of how competition is measured in this literature that offers a critique of existing…
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The Gross and Net Effects of Primary School Denomination on Pupil Performance
ERIC Educational Resources Information Center
Driessen, Geert; Agirdag, Orhan; Merry, Michael S.
2016-01-01
Notwithstanding dramatically low levels of professed religiosity in Western Europe, the religious school sector continues to thrive. One explanation for this paradox is that nowadays parents choose religious schools primarily for their higher academic reputation. Empirical evidence for this presumed denominational advantage is mixed. We examine…
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The Impact of Bullying and Victimization on Students' Relationships
ERIC Educational Resources Information Center
Demanet, Jannick; Van Houtte, Mieke
2012-01-01
Grschool, in Flemish secondary schools. Methods: We use data from the Flemish Educational Assessment (FlEA), consisting of 11,872 students in 85 schools. Multivariate analyses of variance (ANOVA) were performed. Results: Non-involved students felt most attached to peers, parents, teachers, and school. Bullies matched the level of parental…
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ERIC Educational Resources Information Center
Aggeliki, Anagnostopoulou; Miltiades, Kyprianou; Antigoni-Elisavet, Rota; Evangelia, Pavlatou; Loizos, Zaphiris
2017-01-01
Depression may essentially influence cognitive function contributing to poor school performance. The present study undertakes to determine the existence and strength of correlation between depressive symptomatology and other mental conditions with the acquired level of understanding of Newtonian physics taught in schools. The current study…
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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.
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Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik
2006-03-01
It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task motivation. Moreover, the role that the classroom context plays in this development is largely unknown. The aim of the study was to investigate the developmental dynamics of maths-related motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this development was also investigated. A total of 196 Finnish children were examined four times: (0) in October during their preschool year; (1) in October and (2) April during their first grade of primary school; and (3) in October during their second grade. Children's mathematical performance was tested at each measurement point. Task motivation was examined at measurement points 2, 3, and 4 using the Task-value scale for children. First-grade teachers were interviewed in November about their pedagogical goals and classroom characteristics. The results showed that children's mathematical performance and related task motivation formed a cumulative developmental cycle: a high level of maths performance at the beginning of the first grade increased subsequent task motivation towards mathematics, which further predicted a high level of maths performance at the beginning of the second grade. The level of maths-related task motivation increased in those classrooms where the teachers emphasized motivation or self-concept development as their most important pedagogical goal.
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Movie subtitles reading skills of elementary school children.
Minucci, Michele Viana; Cárnio, Maria Silvia
2010-01-01
the abilities of school children for reading static texts have been widely discussed, however little is known about how well they can read dynamic texts and what skills are required for this kind of reading. to evaluate the skills involved in reading movie subtitles of 2nd and 4th graders of students at the a public school. analysis of the level and skills needed for movie subtitles reading, through the retelling of a section of a movie watched individually by 60 students, 30 2nd graders and 30 4th graders matched for age and gender, with no sound and with subtitles. there were no significant differences in the level of school literacy between students of the different school grades. Considering the skills and the subtitles reading level, 4th graders presented a significant better performance when compared to the 2nd graders. Fourth graders presented skills related to the levels of literal comprehension and independent comprehension, whereas 2nd graders where mostly at the decoding level. 2nd graders are at the textual decoding level of movie subtitles, while 4th graders are at the literal comprehension level of movie subtitles. This indicates that schooling has an influence on the reading of movie subtitles. However, the school literacy literacy was not a significant factor for movie subtitles reading.
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High School Sport Specialization Patterns of Current Division I Athletes
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
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Community-Level Measures of Stroke Knowledge among Children: Findings from Hip Hop Stroke.
Simmons, Cailey; Noble, James M; Leighton-Herrmann, Ellyn; Hecht, Mindy F; Williams, Olajide
2017-01-01
Community-level determinants of stroke knowledge among children are unknown but could meaningfully impact public stroke education campaigns. We explored for associations between community- and school-level quality measures relative to baseline stroke knowledge among children participating in the Hip Hop Stroke program. Baseline stroke knowledge assessments were performed in 2839 fourth-, fifth-, and sixth-grade students (ages 9-11 years) from November 2005 to April 2014. Knowledge was assessed relative to school performance grade (SPG, graded A-F; a school-level measure determined by the New York City [NYC] Department of Education) and economic need index (ENI, range: 0-2; a community-level, within-school measure of subsidized housing and meals with higher scores indicating more socioeconomic distress). Schools studied included those with SPG = B (n = 196), SPG = C (n = 1590), and SPG = D (n = 1053) and mean ENI = .85 (standard deviation: .23). A composite assessment of knowledge, including 4 stroke symptoms (blurred vision, facial droop, sudden headache, and slurred speech), was conducted consistently since 2006. Overall, students correctly identified a mean of 1.74 stroke symptoms (95% confidence interval: 1.70-1.79; possible range: 0-4, expected value of chance response alone or no knowledge = 2). For quartiles of ENI, mean knowledge scores are as follows: ENI Q1 = 2.00, ENI Q2 = 2.09, ENI Q3 = 1.46, and ENI Q4 = 1.56 (ENI Q3 and ENI Q4 versus ENI Q1 , P < .001). For SPG, SPG = B schools: 2.09, SPG = C: 1.83, and SPG = D: 1.56 (SPG = C and SPG = D versus SPG = B schools, P ≤ .05). Children's stroke knowledge was lowest in NYC communities with greater economic need and lower school performance. These findings could guide stroke education campaign implementation strategies. Copyright © 2017 National Stroke Association. Published by Elsevier Inc. All rights reserved.
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ERIC Educational Resources Information Center
Boström, Lena; Dalin, Rolf
2016-01-01
This research examined teachers' attitudes in a school development project, The best regional educational system in the world which focuses on regional development and school improvement. The project was performed in counties in Mid Sweden, which have a lower educational level and school achievements and a competence escape compare with other…
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ERIC Educational Resources Information Center
Taylor, Rosemarye T.; Pelletier, Kelly; Trimble, Todd; Ruiz, Eddie
2014-01-01
The purpose of these three parallel mixed method studies was to measure the effectiveness of an urban school district's 2011 Preparing New Principals Program (PNPP). Results supported the premise that preparing principals for school leadership in 2013 must develop them as instructional leaders who can improve teacher performance and student…
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ERIC Educational Resources Information Center
Tella, Adedeji
2007-01-01
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation for academic preference…
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ERIC Educational Resources Information Center
Hobbs, Alysia Jocelyn
2010-01-01
This study selected a purposeful sample of eight high performing southern California elementary schools which achieved API scores above 900 over a three year period. A review of instructional strategies for each study school during the improvement process and resource allocation patterns was determined. Case studies of each school include…
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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…
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ERIC Educational Resources Information Center
Turner, Jeffery E.
2013-01-01
Public schools in the state of Texas are held accountable for performance and quality of education. Accountability is important to all schools, but it is critical to open-enrollment charter schools to remain in good standing. The current economic situation in Texas public education has brought attention as well as the need for alternative…
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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…
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ERIC Educational Resources Information Center
Hinojosa, Lupita
2012-01-01
Although many national studies have been conducted on the effectiveness of magnet programs, there is limited research involving math, science, and technology magnet schools and their influence on student academic performance, especially at the middle school level. The purpose of this study was to determine whether a statistical difference existed…
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Multi-level aspects of social cohesion of secondary schools and pupils' feelings of safety.
Mooij, Ton; Smeets, Ed; de Wit, Wouter
2011-09-01
BACKGROUND. School safety and corresponding feelings of both pupils and school staff are beginning to receive more and more attention. The social cohesion characteristics of a school may be useful in promoting feelings of safety, particularly in pupils. AIMS. To conceptualize theoretically, and check empirically a two-level model of social cohesion between and within schools, in order to explain a pupil's feelings of safety at school. SAMPLES. Data were collected aided by a national Dutch survey in secondary education carried out via the Internet. In 2008, digital questionnaires were completed by about 78,800 pupils, 6,200 teachers and educational support staff, and 600 school managers. METHODS. Data were checked for reliability and representativity. Social cohesion was indicated by self-reported measures of individual pupils and by aggregating scale and item scores of school managers, teachers, and other support staff within schools. Multi-level analysis using individual pupil data and school-level data was performed using MLwiN. RESULTS. A pupil's age, educational attainment level, experience of mild physical violence, prosocial rules of conduct and joint control of these rules, and school measures against playing truant, show positive influences on a pupil's feelings of safety at school. Negative influences are exerted by not feeling most at home in The Netherlands, peers taking drugs and weapons into school, and by experiencing social violence, severe physical violence, and sexual violence. Negative school effects exist simultaneously in severe physical violence experienced by teachers and other staff, and in curriculum differentiation applied by teachers and other staff; a positive school effect is school size. Some interaction effects between pupil and school-level variables were explored. CONCLUSIONS. The variance at school level is relatively low compared with the variance at pupil level. However, a much higher percentage of variance at school level than at pupil level is explained with respect to the pupils' feelings of safety at school. The resulting two-level model also reflects the streaming of pupils in Dutch secondary schools. To improve school safety, the national results emphasize the need to enhance prosocial behaviour rules and to enhance the shared control of these rules between teachers and pupils. They also emphasize the need for the school to take measures that prevent truancy and redefine curriculum differentiation procedures. National educational policy and research can combine efforts to assist schools in developing reliable and valid procedures to increase effectively safety in and around schools. ©2010 The British Psychological Society.
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[School performance of former premature infants in the first four years of school].
Frenzel, J; Paalhorn, U
1992-12-01
School achievement during the first four grades was analysed by means of subject marks in 203 prematurely born and in 140 maturely born children. In subjects referring to behaviour in the classroom, no statistically significant differences in average marks could be found between prematurely born children and the control group. The average marks in performance subjects were slightly higher in the subgroup of very prematurely born children. However, statistically significant lower marks were observed in the subject of sports only, and for formerly immature children also in the subject of manual training. The higher the educational level of the mothers, the better the average marks without sports. No relationships between school performance and manifestation of postnatal risk factor like Apgar score, blood gas values and duration of oxygen dependency could be seen. These results demonstrate that school performance of former premature infants lies within the normal variance of their grade.
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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.
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Kim, Harris H-S; Chun, JongSerl
2018-06-01
This study investigates the extent to which friendship network, family relations, and school context are related to adolescent cigarette smoking. Friendship network is measured in terms of delinquent peers; family relations in terms of parental supervision; and school environment in terms of objective (eg, antismoking policy) and subjective (eg, school attachment) characteristics. Findings are based on the secondary analysis of the health behavior in school-aged children, 2009-2010. Two-level hierarchical generalized linear models are estimated using hierarchical linear modeling 7. At the student level, ties to delinquent friends is significantly related to higher odds of smoking, while greater parental supervision is associated with lower odds. At the school level, antismoking policy and curriculum independently lower smoking behavior. Better within-class peer relations, greater school attachment, and higher academic performance are also negatively related to smoking. Last, the positive association between delinquent friends and smoking is weaker in schools with a formally enacted antismoking policy. However, this association is stronger in schools with better peer relations. Adolescent smoking behavior is embedded in a broader ecological setting. This research reveals that a proper understanding of it requires comprehensive analysis that incorporates factors measured at individual (student) and contextual (school) levels. © 2018, American School Health Association.
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ERIC Educational Resources Information Center
Ngari, S. M.; Ndungu, A.; Mwonya, R.; Ngumi, O.; Mumiukha, C.; Chepchieng, M.; Kariuki, M.
2013-01-01
Stress significantly affects performance and service delivery of workers. Given the important role that education plays in the society, coupled with the dynamic nature of the education sector there has been an increased social pressure on the education system in general and school administrators in particular. This influences their levels of…
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College and Academic Self-Efficacy as Antecedents for High School Dual-Credit Enrollment
ERIC Educational Resources Information Center
Ozmun, Cliff D.
2013-01-01
Do high school students who are predisposed to enroll in dual-credit courses already possess high levels of motivation or college and academic self-efficacy? Students in this study reported being academically motivated, but they did not report high levels of confidence in their ability to perform certain college-associated tasks. Of 52 items…
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Factors Affecting the Level of Test Anxiety among EFL Learners at Elementary Schools
ERIC Educational Resources Information Center
Aydin, Selami
2013-01-01
Many studies on test anxiety among adult language learners have been performed, while only a few studies have dealt with overall test anxiety. In addition, these studies do not specifically address test anxiety in foreign language learning among elementary school language learners. Thus, this study aims to investigate the level of test anxiety…
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ERIC Educational Resources Information Center
Texas Education Agency, 2011
2011-01-01
This report reviews Advanced Placement (AP) and International Baccalaureate (IB) examination participation and performance in Texas during the 2009-10 school year. Campus-, district-, and state-level examination results for students in Texas public schools are presented, as well as state-level examination results for students in Texas public and…
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Broadband in Schools: Effects on Student Performance and Spillovers for Household Internet Adoption
ERIC Educational Resources Information Center
Belo, Rodrigo
2012-01-01
This work comprises studies on the effects of broadband Internet in schools at three different levels: student performance, household Internet adoption, and individual computer and Internet use patterns and skill acquisition. I focus in the case of Portugal, where by 2006 the Portuguese government had completed a major initiative that upgraded the…
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Ego Depletion Effects on Mathematics Performance in Primary School Students: Why Take the Hard Road?
ERIC Educational Resources Information Center
Price, Deborah Ann; Yates, Gregory C. R.
2010-01-01
Reduction in performance level following on from brief periods of self-control is referred to as ego depletion. This study aimed to investigate if a brief ego depletion experience would impact upon primary school students working through an online mathematics exercise involving 40 computational trials. Seventy-two students participated in the…
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The Impact of Task Type on Oral Performance of English Language Preparatory School Students
ERIC Educational Resources Information Center
Baturay, Meltem Huri; Sancar Tokmak, Hatice; Dogusoy, Berrin; Daloglu, Aysegul
2011-01-01
In this study, the effects of narrative, descriptive and prediction-personal reaction task types with visuals on the oral performance of intermediate level English language learners were compared. The study was carried out at Gazi University Preparatory School, Research and Application Center for the Instruction of Foreign Languages with the…
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ERIC Educational Resources Information Center
Korhonen, Johan; Linnanmaki, Karin; Aunio, Pirjo
2012-01-01
This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N = 810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical…
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Mobility as a Mediator of the Effects of Child Maltreatment on Academic Performance.
ERIC Educational Resources Information Center
Eckenrode, John; And Others
1995-01-01
Examined the effect of residential and school mobility in the academic performance of 5- to 15-year-old maltreated children. Found that maltreated children encounter more academic difficulties in part because they experience relatively high levels of residential mobility and school transfer. Found little evidence to support the role of mobility in…
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ERIC Educational Resources Information Center
Tsao, Yea-Ling; Pan, Ting-Rung
2011-01-01
Main purpose of this study is to investigate what level of computational estimation performance is possessed by fifth graders and explore computational estimation attitude towards fifth graders. Two hundred and thirty-five Grade-5 students from four elementary schools in Taipei City were selected for "Computational Estimation Test" and…
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Perceived Gender Differences in Performance in Science: The Case of Lesotho Secondary Schools
ERIC Educational Resources Information Center
Khanyane, Marethabile; Mokuku, Tšepo; Nthathakane, Malefu C.
2016-01-01
The paper reports on a study aimed at investigating perceived gender differences in performance in science at secondary school level, as well as beliefs on possible underlying causes for these differences. The study is situated within the interpretivist paradigm and uses a typology of factors drawn from the Educational Effectiveness Research model…
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ERIC Educational Resources Information Center
Balls, John Daniel
2013-01-01
This dissertation determined the perceived association of merit pay and teacher qualities in the sample schools. The research focused on the association of merit pay and levels of teacher qualities and if a relationship exists between teacher performance-based compensation and teacher qualities/performance. The indications and suggestions of this…
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Davis, Kelly D; Winsler, Adam; Middleton, Michael
2006-06-01
In the present study, the authors examined college students' (N= 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for students' grades were common at all levels of schooling. Reward history related significantly to students' motivational orientation and performance in college, and these relations were generally stronger for boys than for girls. The authors discuss implications of these findings.
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Continuous estimates of Survival through Eight Years of Service Using FY 1979 Cross-Sectional Data.
1981-07-01
performed for Class A school attendees and non-A school attendees, holding constant the effects of age, educational level, and mental group.* Mean...through eight years of service for _ non-prior service mail recruits. Average survival 0 times by education , mental group, and age are calculated from...attendees is 35 months and for non-A school attendees is 28 months. As expected, we found that educational level has the great- est impact on survival
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Seitsinger, Anne M; Felner, Robert D; Brand, Stephen; Burns, Amy
2008-08-01
As schools move forward with comprehensive school reform, parents' roles have shifted and been redefined. Parent-teacher communication is critical to student success, yet how schools and teachers contact parents is the subject of few studies. Evaluations of school-change efforts require reliable and useful measures of teachers' practices in communicating with parents. The structure of teacher-parent-contact practices was examined using data from multiple, longitudinal cohorts of schools and teachers from a large-scale project and found to be a reliable and stable measure of parent contact across building levels and localities. Teacher/school practices in contacting parents were found to be significantly related to parent reports of school contact performance and student academic adjustment and achievement. Implications for school improvement efforts are discussed.
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Pepi, Annamaria; Faria, Luísa; Alesi, Marianna
2006-01-01
Educational research places emphasis on the fact that different cultures have different self-construals. These construals can influence cognitive, emotional, and motivational processes in individuals. Great importance is attached to individuals' implicit conceptions of the nature of their intelligence (incremental or entity) and self-esteem. In general, both representation of intelligence and self-esteem seem to play an important role in scholastic performance in terms of both a predispostion to learning and the results actually achieved. The aim of this research is to determine the relationship between variables such as school, and socioeconomic level and gender in Italian and Portuguese students. A questionnaire was administered to 1,540 high school and university students assessing socioeconomic level and school performance, the Personal Conceptions of Intelligence Test (Faira & Fontaine, 1997), and the Self-Esteem Test (Rosenberg, 1965). In general, results show that Portuguese subjects are more incremental than Italians. Moreover, significant differences have to be determined regarding motivational factors linked to school and socioeconomic level and gender. The research highlights the importance of macro-contextual factors in the social, economic, and political organizations that influence how people develop their motivational beliefs.
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Ouyang, Wenli; Cuddy, Monica M; Swanson, David B
2015-09-01
Prior to graduation, US medical students are required to complete clinical clerkship rotations, most commonly in the specialty areas of family medicine, internal medicine, obstetrics and gynecology (ob/gyn), pediatrics, psychiatry, and surgery. Within a school, the sequence in which students complete these clerkships varies. In addition, the length of these rotations varies, both within a school for different clerkships and between schools for the same clerkship. The present study investigated the effects of clerkship sequence and length on performance on the National Board of Medical Examiner's subject examination in internal medicine. The study sample included 16,091 students from 67 US Liaison Committee on Medical Education (LCME)-accredited medical schools who graduated in 2012 or 2013. Student-level measures included first-attempt internal medicine subject examination scores, first-attempt USMLE Step 1 scores, and five dichotomous variables capturing whether or not students completed rotations in family medicine, ob/gyn, pediatrics, psychiatry, and surgery prior to taking the internal medicine rotation. School-level measures included clerkship length and average Step 1 score. Multilevel models with students nested in schools were estimated with internal medicine subject examination scores as the dependent measure. Step 1 scores and the five dichotomous variables were treated as student-level predictors. Internal medicine clerkship length and average Step 1 score were used to predict school-to-school variation in average internal medicine subject examination scores. Completion of rotations in surgery, pediatrics and family medicine prior to taking the internal medicine examination significantly improved scores, with the largest benefit observed for surgery (coefficient = 1.58 points; p value < 0.01); completion of rotations in ob/gyn and psychiatry were unrelated to internal medicine subject examination performance. At the school level, longer internal medicine clerkships were associated with higher scores on the internal medicine examination (coefficient = 0.23 points/week; p value < 0.01). The order in which students complete clinical clerkships and the length of the internal medicine clerkship are associated with their internal medicine subject examination scores. Findings may have implications for curriculum re-design.
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Parental Monitoring and Child Performance in Ghana
ERIC Educational Resources Information Center
Gyamfi, Kwadwo; Pobbi, Michael Asamani
2016-01-01
The role of parents in the guiding and monitoring of child activities is critical towards the development of the child. In Ghana reforms taken, especially at the basic school level, have focused on improving school infrastructure and enrollment ignoring parents awareness to actively involve themselves both at home and in school activities which…
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Implementing and Supporting Inclusion in an Elementary School: An Action Research Study
ERIC Educational Resources Information Center
Shady, Sandra A.
2011-01-01
Recently, federal legislation has been implemented requiring that public school students meet a specified performance level of academic proficiency by the 2013/2014 school year. This reform movement, known as "No Child Left Behind" (NCLB), was passed by Congress and incorporates many of President Bush's educational reform proposals…
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School Composition and Context Factors that Moderate and Predict 10th-Grade Science Proficiency
ERIC Educational Resources Information Center
Hogrebe, Mark C.; Tate, William F., IV
2010-01-01
Background: Performance in high school science is a critical indicator of science literacy and regional competitiveness. Factors that influence science proficiency have been studied using national databases, but these do not answer all questions about variable relationships at the state level. School context factors and opportunities to learn…
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ERIC Educational Resources Information Center
Lindjord, Denise
2002-01-01
Argues that recent federal education legislation will not eliminate unequal funding, school performance inequities, and student achievement gaps that have persisted in the poorest school districts. Asserts that adequate, equitable, and targeted human and financial resources and standards are necessary, and that the slight increases in federal…
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Value-Added Results for Public Virtual Schools in California
ERIC Educational Resources Information Center
Ford, Richard; Rice, Kerry
2015-01-01
The objective of this paper is to present value-added calculation methods that were applied to determine whether online schools performed at the same or different levels relative to standardized testing. This study includes information on how we approached our value added model development and the results for 32 online public high schools in…
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The Abbott Districts in 2005-06: Progress and Challenges, Spring 2006
ERIC Educational Resources Information Center
Hirsch, Lesley
2006-01-01
New Jersey's urban--or "Abbott"--schools have improved at the preschool and elementary school level, but lag when it comes to middle and high school performance. These are the key findings of an Abbott Indicators Project report entitled, "The Abbott Districts in 2005-06: Progress and Challenges." The report was prepared by…
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Decentralized Decisionmaking for Schools: New Promise for an Old Idea?
ERIC Educational Resources Information Center
Hansen, Janet S.; Roza, Marguerite
2005-01-01
Interest in decentralized decisionmaking for schools (DDS) is on the rise. With state and federal accountability systems placing pressure on school-level leaders to improve student performance, increasing attention is being paid to the question of how to help principals do their job more effectively. "Business as usual" in American…
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Standards and Rubrics for School Improvement. 2005 Revised Edition
ERIC Educational Resources Information Center
Arizona State Department of Education, 2005
2005-01-01
This instrument is intended to help schools at all levels of performance assess the strengths and limitations of their instructional practices and organizational conditions. It serves three primary functions: (1) as a blueprint to communicate the high expectations of the Superintendent of Public Instruction for all Arizona schools; (2) as an…
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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…
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Home Economics: Child Development. Secondary Schools. Curriculum Guide.
ERIC Educational Resources Information Center
Trust Territory of the Pacific Islands Dept. of Education, Saipan.
This document, a curriculum guide in home economics on child development, for secondary schools, is one of six guides developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals and objectives of the program; the program of studies and performance objectives by levels; samples of lesson…
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Fulcrum of Change: Leveraging 50 States to Turn around 5000 Schools
ERIC Educational Resources Information Center
Rhim, Lauren Morando; Redding, Sam
2011-01-01
In 2010, unprecedented levels of resources began to flow through state education agencies (SEAs) to support dramatic change in persistently low-performing schools under the expanded federal School Improvement Grant (SIG) program. The challenge for states is to leverage the federal investment to drive dramatic and sustainable change efforts in…
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Case Study of Fourth Grade Families and School Involvement
ERIC Educational Resources Information Center
Ugoala, Sandra Kay Womack
2014-01-01
Researchers and policy makers have established that family involvement is related to student academic performance. Family participation at a school in a southern state in the United States was declining after the third grade level, and educators at the school needed more information to address this problem. Self-efficacy and ecological theories of…
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Please, Not Another Push to Get Tough on Student Retention
ERIC Educational Resources Information Center
Norton, M. Scott
2011-01-01
Standardized academic testing, under-performing schools, demands for high standards in America's schools and current levels of student dropouts have resulted in renewed calls for "getting tough on student retention." The push for student retention is demanded by school boards and others in spite of the overwhelming research evidence that…
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Best Practices for Teaming and Collaboration in the Interconnected Systems Framework
ERIC Educational Resources Information Center
Splett, Joni W.; Perales, Kelly; Halliday-Boykins, Colleen A.; Gilchrest, Callie E.; Gibson, Nicole; Weist, Mark D.
2017-01-01
The Interconnected Systems Framework (ISF) blends school mental health practices, systems, and resources into all levels of a multitiered system of supports (e.g., positive behavior interventions and supports). The ISF aims to improve mental health and school performance for all students by emphasizing effective school-wide promotion and…
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The impact of noise level on students' learning performance at state elementary school in Medan
NASA Astrophysics Data System (ADS)
Buchari, Matondang, Nazaruddin
2017-06-01
This study was conducted to determine the level and impact of noise on pupils' learning performance that was observed through a survey at State Elementary School (SDN 060882), which is located on the corner of Abdullah Lubis Street and Pattimura Medan Street. The study was done by measuring the noise level using the Threshold Limit Value (TLV) by taking 24 locations as the measurement points. The results indicated that the noise levels exceeded the standard TLV >55 dBA as regulated in the Decree of the Minister of Environment No. KEP/48/MENLH/11/1996. According to the data processing, the noise level at school was 70.79 dBA. The classrooms were classified into noisy zones based on the Noise Mapping. Those in Red Zone which noise level were in the range of (69-75 dBA) were Class IIIa, Class IVb, and Class VI. In addition, those in Yellow Zone which were in the range of (65-69 dBA) were Class II, Class IIIa, Class IVa and Class V. The noise brought the physiological impact in the forms of dizziness that had the highest percentage of 22% and emotional and uncomfortable feeling of 21%; the communication impact of teacher's explanation disturbance of 22%; and Pupils' learning performance was evidenced to decline of 22%. Some improvements are suggested to reduce the noise such as the reposition of windows, acoustic material to cover the classrooms' wall, and bamboo trees or grasses as the barried around the school area.
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Limbos, Mary Ann P; Casteel, Carri
2008-10-01
While crime and violence in schools are derived primarily from factors external to schools, violent behavior may also be aggravated by factors in the school environment, including the physical environment, its educational and social climate, and its organizational capacity and composition. The objective of this study is to examine the effect of the school's organizational and educational environment on crime rates in secondary schools and to examine how neighborhood factors influence these relationships. School and neighborhood crime rates for 95 middle (MS) and high (HS) schools were calculated using data from the Los Angeles Unified School District (LAUSD) Police Department and Los Angeles Police Department, respectively. School-level organizational and educational variables, including the academic performance index (API), were obtained from the California Department of Education. A measure of neighborhood dilapidation was created using variables collected on a neighborhood environmental survey. Linear regression was used to examine the relationship between organizational and educational school variables and school crime rates. Community crime and dilapidation were added to the model to examine the influence of the school-community context relationships. HS had higher crime rates than MS. As the percentage of certified teachers and student to staff ratios increased, school crime decreased (p < .01). An API of below basic performance was significantly associated with increasing school crime rates (p < .05). Neighborhood crime was not significantly associated with school crime, although dilapidation was positively and significantly associated with school crime even after controlling for community crime (p < .05). Both school- and neighborhood-level factors were associated with increasing crime rates in secondary schools. School violence prevention efforts should include school and community partnerships to address these potentially modifiable factors.
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Shaughnessy, R J; Haverinen-Shaughnessy, U; Nevalainen, A; Moschandreas, D
2006-12-01
Poor conditions leading to substandard indoor air quality (IAQ) in classrooms have been frequently cited in the literature over the past two decades. However, there is limited data linking poor IAQ in the classrooms to student performance. Whereas, it is assumed that poor IAQ results in reduced attendance and learning potential, and subsequent poor student performance, validating this hypothesis presents a challenge in today's school environment. This study explores the association between student performance on standardized aptitude tests that are administered to students on a yearly basis, to classroom carbon dioxide (CO2) concentrations, which provide a surrogate of ventilation being provided to each room. Data on classroom CO2 concentrations (over a 4-5 h time span within a typical school day) were recorded in fifth grade classrooms in 54 elementary schools within a school district in the USA. Results from this preliminary study yield a significant (P < 0.10) association between classroom-level ventilation rate and test results in math. They also indicate that non-linear effects may need to be considered for better representation of the association. A larger sample size is required in order to draw more definitive conclusions. Practical Implications Future studies could focus on (1) gathering more evidence on the possible association between classroom ventilation rates and students' academic performance; (2) the linear/non-linear nature of the association; and (3) whether it is possible to detect 'no observed adverse effect level' for adequate ventilation with respect to academic performance in schools. All of this information could be used to improve guidance and take regulatory actions to ensure adequate ventilation in schools. The high prevalence of low ventilation rates, combined with the growing evidence of the positive impact that sufficient ventilation has on human performance, suggests an opportunity for improving design and management of school facilities.
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ERIC Educational Resources Information Center
Koumoullos, Michael
2013-01-01
This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…
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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…
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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…
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Radon Levels in Nurseries and Primary Schools in Bragança District-Preliminary Assessment.
Sousa, S I V; Branco, P T B S; Nunes, R A O; Alvim-Ferraz, M C M; Martins, F G
2015-01-01
Lung cancer has been associated with radon concentration even at low levels such as those found in dwellings. This study aimed to (i) determine radon diurnal variations in three nurseries and one primary school in the Bragança district (north of Portugal) and (ii) compare radon concentrations with legislated standards and assess the legislated procedures. Radon was measured in three nurseries and a primary school in a rural area with nongranite soil. Measurements were performed continuously to examine differences between occupation and nonoccupation periods. Indoor temperature and relative humidity were also measured continuously. A great variability was found in radon concentrations between the microenvironments examined. Radon concentrations surpassed by severalfold the recommended guidelines and thresholds, and excessive levels of health concern were sporadically found (361.5-753.5 Bq m(-3)). Thus, it is of importance to perform a national campaign on radon measurements and to reduce exposure.
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Mendell, M J; Heath, G A
2005-02-01
To assess whether school environments can adversely affect academic performance, we review scientific evidence relating indoor pollutants and thermal conditions, in schools or other indoor environments, to human performance or attendance. We critically review evidence for direct associations between these aspects of indoor environmental quality (IEQ) and performance or attendance. Secondarily, we summarize, without critique, evidence on indirect connections potentially linking IEQ to performance or attendance. Regarding direct associations, little strongly designed research was available. Persuasive evidence links higher indoor concentrations of NO(2) to reduced school attendance, and suggestive evidence links low ventilation rates to reduced performance. Regarding indirect associations, many studies link indoor dampness and microbiologic pollutants (primarily in homes) to asthma exacerbations and respiratory infections, which in turn have been related to reduced performance and attendance. Also, much evidence links poor IEQ (e.g. low ventilation rate, excess moisture, or formaldehyde) with adverse health effects in children and adults and documents dampness problems and inadequate ventilation as common in schools. Overall, evidence suggests that poor IEQ in schools is common and adversely influences the performance and attendance of students, primarily through health effects from indoor pollutants. Evidence is available to justify (i) immediate actions to assess and improve IEQ in schools and (ii) focused research to guide IEQ improvements in schools. There is more justification now for improving IEQ in schools to reduce health risks to students than to reduce performance or attendance risks. However, as IEQ-performance links are likely to operate largely through effects of IEQ on health, IEQ improvements that benefit the health of students are likely to have performance and attendance benefits as well. Immediate actions are warranted in schools to prevent dampness problems, inadequate ventilation, and excess indoor exposures to substances such as NO(2) and formaldehyde. Also, siting of new schools in areas with lower outdoor pollutant levels is preferable.
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School Violent Crime and Academic Achievement in Chicago*
Burdick-Will, Julia
2013-01-01
Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students’ educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002–10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices. PMID:24259755
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School Violent Crime and Academic Achievement in Chicago.
Burdick-Will, Julia
2013-10-01
Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002-10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.
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Mann, Allison; Legewie, Joscha; DiPrete, Thomas A
2015-01-01
This study uses cross-national evidence to estimate the effect of school peer performance on the size of the gender gap in the formation of STEM career aspirations. We argue that STEM aspirations are influenced not only by gender stereotyping in the national culture but also by the performance of peers in the local school environment. Our analyses are based on the Program for International Student Assessment (PISA). They investigate whether 15-year-old students from 55 different countries expect to have STEM jobs at the age of 30. We find considerable gender differences in the plans to pursue careers in STEM occupations in all countries. Using PISA test scores in math and science aggregated at the school level as a measure of school performance, we find that stronger performance environments have a negative impact on student career aspirations in STEM. Although girls are less likely than boys to aspire to STEM occupations, even when they have comparable abilities, boys respond more than girls to competitive school performance environments. As a consequence, the aspirations gender gap narrows for high-performing students in stronger performance environments. We show that those effects are larger in countries that do not sort students into different educational tracks.
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Wake County Public School System K-5 Assessment Results: 2009-10. Measuring Up. E&R Report No. 10.19
ERIC Educational Resources Information Center
Rhea, Anisa
2010-01-01
Moderate to high percentages of Wake County Public School (WCPSS) students demonstrated grade-level performance on K-5 assessments in 2009-10. Results indicate very slight changes from prior years. The percentage of students proficient in reading book level and mathematics strands increased very slightly since 2007-08. Modest declines in…
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Performance Assessment Examples from the Quality Performance Assessment Network
ERIC Educational Resources Information Center
Kuriacose, Christina
2017-01-01
In this brief article, Christina Kuriacose provides four sample performance assessments. Spanning grade levels, these assessments are strong examples of teacher-developed performance assessments from schools within the Center for Collaborative Education's Quality Performance Assessment network. These performance tasks demonstrate the pedagogical…
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Depression and School Performance in Middle Adolescent Boys and Girls
ERIC Educational Resources Information Center
Frojd, Sari A.; Nissinen, Eeva S.; Pelkonen, Mirjami U. I.; Marttunen, Mauri J.; Koivisto, Anna-Maija; Kaltiala-Heino, Riittakerttu
2008-01-01
The study aimed to investigate the associations between different levels of depression with different aspects of school performance. The target population included 2516 7th-9th grade pupils (13-17 years) of whom 90% completed the questionnaire anonymously in the classroom. Of the girls 18.4% and of the boys 11.1% were classified as being depressed…
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ERIC Educational Resources Information Center
Enlund, Emmi; Aunola, Kaisa; Nurmi, Jari-Erik
2015-01-01
This study investigated the interindividual stability and mean-level changes in parents' causal attributions for their children's academic performance across a 9-year period from the first year in primary school (Grade 1, age 7) to the end of lower secondary school (Grade 9, age 16). In all, 212 children participated in the study. The results…
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ERIC Educational Resources Information Center
Amasuomo, Japo Oweikeye Morto; Alio, Abigail Ngozi
2013-01-01
The study investigated daylight illumination in the school workshop as a determinant for effective students' task performance in workshop practice. 183 NCE Technical students in 300 Level which comprised of 73 and 112 students from Federal Colleges of Education (Technical), Asaba and Omoku, Nigeria respectively during the 2008/2009 academic…
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ERIC Educational Resources Information Center
Arhin, Ato Kwamina; Offoe, Adelaide Koryoe
2015-01-01
A quasi-experimental research was conducted to find out differences in mathematics performance of students using performance assessment-driven instructions at the senior high school level at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental and control groups. These two…
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Sopoaga, Faafetai; Zaharic, Tony; Kokaua, Jesse; Ekeroma, Alec J; Murray, Greg; van der Meer, Jacques
2013-10-18
To describe Pacific students in the first year of health sciences at tertiary level, their academic performance, and factors associated with academic outcomes. Routinely collected data for students who enrolled in the Health Sciences First Year (HSFY) programme at the University of Otago between 2007 and 2011, including their school National Certificate in Educational Achievement (NCEA) results were obtained in anonymous form. Descriptive statistics were calculated and regression analyses were undertaken using SAS v9.2 software. A small but increasing number of Pacific students are enrolling in health sciences at tertiary level. Pacific students had poorer performance compared to non-Pacific students in both NCEA and the HSFY programme. Factors associated with academic performance were gender, NCEA results, school decile, accommodation type, ethnicity, international status and disability. Pacific students are under-represented in health sciences and would benefit from better preparation from school. Pacific solutions are required to improve academic outcomes over and above mainstream policy solutions. Tertiary institutions need to engage prospective students earlier to ensure they are well informed of requirements, and are appropriately prepared for study at the tertiary level.
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Cerda, Gamal; Pérez, Carlos; Navarro, José I; Aguilar, Manuel; Casas, José A; Aragón, Estíbaliz
2015-01-01
This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students' level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students' performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain.
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Chaotic homes and school achievement: a twin study
Hanscombe, Ken B; Haworth, Claire MA; Davis, Oliver SP; 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 effects? This is the first study to explore the genetic and environmental pathways between household chaos and academic performance. Method Children's perceptions of family chaos at ages 9 and 12 and their school performance at age 12 were assessed in more than 2,300 twin pairs. The use of child-specific measures in a multivariate genetic analysis made it possible to investigate the genetic and environmental origins of the covariation between children's experience of chaos in the home and their school achievement. Results Children's experience of family chaos and their school achievement were significantly correlated in the expected negative direction (r = −.26). As expected, shared environmental factors explained a large proportion (63%) of the association. However, genetic factors accounted for a significant proportion (37%) of the association between children's experience of household chaos and their school performance. Conclusions The association between chaotic homes and poor performance in school, previously assumed to be entirely environmental in origin, is in fact partly genetic. How children's home environment affects their academic achievement is not simply in the direction environment → child → outcome. Instead, genetic factors that influence children's experience of the disordered home environment also affect how well they do at school. The relationship between the child, their environment and their performance at school is complex: both genetic and environmental factors play a role. PMID:21675992
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Menstruation and School Absenteeism: Evidence from Rural Malawi.
Grant, Monica J; Lloyd, Cynthia B; Mensch, Barbara S
2013-05-01
The provision of toilets and menstrual supplies has emerged as a promising programmatic strategy to support adolescent girls' school attendance and performance in less developed countries. We use the first round of the Malawi Schooling and Adolescent Survey (MSAS) to examine the individual- and school-level factors associated with menstruation-related school absenteeism. The MSAS is a school-based longitudinal survey of adolescent students enrolled in coed public primary schools in the southern districts of Machinga and Balaka who were aged 14-16 in 2007. Although one-third of female students report missing at least one day of school at their last menstrual period, our data suggest that menstruation only accounts for a small proportion of all female absenteeism and does not create a gender gap in absenteeism. We find no evidence for school-level variance in menstruation-related absenteeism, suggesting that absenteeism is not sensitive to school environments. Rather, co-residence with a grandmother and spending time on school work at home reduce the odds of absence during the last menstrual period.
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Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit
2010-01-01
This paper reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools (mean enrollment = 544) and was conducted from the 2002-03 through the 2005-06 academic years. Using school-level archival data, analyses comparing change from baseline (2002) to one-year post trial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2 nd ed.) test for reading and 8.8% on math; 20.7% better in Hawai'i Content and Performance Standards scores for reading and 51.4% better in math; and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). Overall, effect sizes were moderate to large (range 0.5-1.1) for all of the examined outcomes. Sensitivity analyses using permutation models and random-intercept growth curve models substantiated results. The results provide evidence that a comprehensive school-based program, specifically developed to target student behavior and character, can positively influence school-level achievement, attendance, and disciplinary outcomes concurrently.
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An Investigation of the Generalizability of Medical School Grades.
Kreiter, Clarence D; Ferguson, Kristi J
2016-01-01
Construct/Background: Medical school grades are currently unstandardized, and their level of reliability is unknown. This means their usefulness for reporting on student achievement is also not well documented. This study investigates grade reliability within 1 medical school. Generalizability analyses are conducted on grades awarded. Grades from didactic and clerkship-based courses were treated as 2 levels of a fixed facet within a univariate mixed model. Grades from within the 2 levels (didactic and clerkship) were also entered in a multivariate generalizability study. Grades from didactic courses were shown to produce a highly reliable mean score (G = .79) when averaged over as few as 5 courses. Although the universe score correlation between didactic and clerkship courses was high (r = .80), the clerkship courses required almost twice as many grades to reach a comparable level of reliability. When grades were converted to a Pass/Fail metric, almost all information contained in the grades was lost. Although it has been suggested that the imprecision of medical school grades precludes their use as a reliable indicator of student achievement, these results suggest otherwise. While it is true that a Pass/Fail system of grading provides very little information about a student's level of performance, a multi-tiered grading system was shown to be a highly reliable indicator of student achievement within the medical school. Although grades awarded during the first 2 didactic years appear to be more reliable than clerkship grades, both yield useful information about student performance within the medical college.
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Semivolatile compounds in schools and their influence on cognitive performance of children.
Hutter, Hans-Peter; Haluza, Daniela; Piegler, Kathrin; Hohenblum, Philipp; Fröhlich, Marina; Scharf, Sigrid; Uhl, Maria; Damberger, Bernhard; Tappler, Peter; Kundi, Michael; Wallner, Peter; Moshammer, Hanns
2013-08-01
WHO's Children's Environment and Health Action Plan for Europe (CEHAPE) focuses on improvements of indoor environments where children spend most of their time. To investigate the relationship between school indoor air pollutants and cognitive performance in elementary school children, a multidisciplinary study was planned in all-day schools in Austria. In a cross-sectional study (LuKi study: Air and Children) indoor air pollutants were monitored in nine elementary all-day schools in urban and rural regions of Austria. In addition, school dust and suspended particulates (PM10, PM2.5) were measured, focusing on semivolatile compounds (e.g. phthalates, phosphororganic compounds [POC]). Health status and environmental conditions were determined by parents' questionnaire, cognitive function was measured by Standard Progressive Matrices (SPM). Overall, 596 children (6-8 years of age) were eligible for the study. Cognitive tests were performed in 436 children. Analysis showed significant correlations of tris(2-chlorethyl)-phosphate (TCEP) in PM10 and PM2.5 and school dust samples with cognitive performance. Cognitive performance decreased with increasing concentrations of TCEP. Furthermore, cognitive function decreased significantly with increasing CO2 levels. POC are widely used as plasticizers, flame retardants and floor sealing. This is the first report of a correlation between TCEP in indoor air samples and impairment of cognitive performance in school children. As a precautionary measure, it is recommended to prohibit the use of toxic chemicals and those suspected of a toxic potential in children's environments such as schools.
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Durkin, Kevin; Mok, Pearl L H; Conti-Ramsden, Gina
2015-01-01
In general, children with specific language impairment (SLI) tend to fall behind their typically developing (TD) peers in educational attainment. Less is known about how children with SLI fare in particular areas of the curriculum and what predicts their levels of performance. To compare the distributions of performance of children with SLI in three core school subjects (English, Mathematics and Science); to test the possibility that performance would vary across the core subjects; and to examine the extent to which language impairment predicts performance. This study was conducted in England and reports historical data on educational attainments. Teacher assessment and test scores of 176 eleven-year-old children with SLI were examined in the three core subjects and compared with known national norms. Possible predictors of performance were measured, including language ability at ages 7 and 11, educational placement type, and performance IQ. Children with SLI, compared with national norms, were found to be at a disadvantage in core school subjects. Nevertheless, some children attained the levels expected of TD peers. Performance was poorest in English; relative strengths were indicated in Science and, to a lesser extent, in Mathematics. Language skills were significant predictors of performance in all three core subjects. PIQ was the strongest predictor for Mathematics. For Science, both early language skills at 7 years and PIQ made significant contributions. Language impacts on the school performance of children with SLI, but differentially across subjects. English for these children is the most challenging of the core subjects, reflecting the high levels of language demand it incurs. Science is an area of relative strength and mathematics appears to be intermediate, arguably because some tasks in these subjects can be performed with less reliance on verbal processing. Many children with SLI do have the potential to reach or exceed educational targets that are set at national levels for TD children. © 2014 The Authors International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists.
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ERIC Educational Resources Information Center
Sandiford, Anderson P.
2013-01-01
This study examined differences in the academic performance of students in grades 6, 7, 8, 9, and 11 in Seventh-day Adventist schools in the United States and Bermuda based on their level of involvement in school music organizations--band or choir--and school sports--varsity or intramural--as measured by standardized achievement and ability tests.…
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ERIC Educational Resources Information Center
McCarthy, Paul; Gyan, Emmanuel; Kwame, Baah-Korang; McCarthy, Peter
2015-01-01
Educational authorities in Ghana have generally established that the performance of school leavers especially at the pre-university level offered a large room for improvement, due to so many factors. Hence, the introduction of the New Educational Reform in 1987 which led to the new system of Senior Secondary School with the first product in 1993.…
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Kabir, Md Iqbal; Rahman, Md Bayzidur; Smith, Wayne; Lusha, Mirza Afreen Fatima; Milton, Abul Hasnat
2015-01-01
Background Bangladesh is one of the most vulnerable countries to climate change. People are getting educated at different levels on how to deal with potential impacts. One such educational mode was the preparation of a school manual, for high school students on climate change and health protection endorsed by the National Curriculum and Textbook Board, which is based on a 2008 World Health Organization manual. The objective of this study was to test the effectiveness of the manual in increasing the knowledge level of the school children about climate change and health adaptation. Methods This cluster randomized intervention trial involved 60 schools throughout Bangladesh, with 3293 secondary school students participating. School upazilas (sub-districts) were randomised into intervention and control groups, and two schools from each upazila were randomly selected. All year seven students from both groups of schools sat for a pre-test of 30 short questions of binary response. A total of 1515 students from 30 intervention schools received the intervention through classroom training based on the school manual and 1778 students of the 30 control schools did not get the manual but a leaflet on climate change and health issues. Six months later, a post-intervention test of the same questionnaire used in the pre-test was performed at both intervention and control schools. The pre and post test scores were analysed along with the demographic data by using random effects model. Results None of the various school level and student level variables were significantly different between the control and intervention group. However, the intervention group had a 17.42% (95% CI: 14.45 to 20.38, P = <0.001) higher score in the post-test after adjusting for pre-test score and other covariates in a multi-level linear regression model. Conclusions These results suggest that school-based intervention for climate change and health adaptation is effective for increasing the knowledge level of school children on this topic. PMID:26252381
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Kabir, Md Iqbal; Rahman, Md Bayzidur; Smith, Wayne; Lusha, Mirza Afreen Fatima; Milton, Abul Hasnat
2015-01-01
Bangladesh is one of the most vulnerable countries to climate change. People are getting educated at different levels on how to deal with potential impacts. One such educational mode was the preparation of a school manual, for high school students on climate change and health protection endorsed by the National Curriculum and Textbook Board, which is based on a 2008 World Health Organization manual. The objective of this study was to test the effectiveness of the manual in increasing the knowledge level of the school children about climate change and health adaptation. This cluster randomized intervention trial involved 60 schools throughout Bangladesh, with 3293 secondary school students participating. School upazilas (sub-districts) were randomised into intervention and control groups, and two schools from each upazila were randomly selected. All year seven students from both groups of schools sat for a pre-test of 30 short questions of binary response. A total of 1515 students from 30 intervention schools received the intervention through classroom training based on the school manual and 1778 students of the 30 control schools did not get the manual but a leaflet on climate change and health issues. Six months later, a post-intervention test of the same questionnaire used in the pre-test was performed at both intervention and control schools. The pre and post test scores were analysed along with the demographic data by using random effects model. None of the various school level and student level variables were significantly different between the control and intervention group. However, the intervention group had a 17.42% (95% CI: 14.45 to 20.38, P = <0.001) higher score in the post-test after adjusting for pre-test score and other covariates in a multi-level linear regression model. These results suggest that school-based intervention for climate change and health adaptation is effective for increasing the knowledge level of school children on this topic.
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Evens, Anne; Hryhorczuk, Daniel; Lanphear, Bruce P; Rankin, Kristin M; Lewis, Dan A; Forst, Linda; Rosenberg, Deborah
2015-04-07
Environmental lead exposure poses a risk to educational performance, especially among poor, urban children. Previous studies found low-level lead exposure was a risk factor for diminished academic abilities, however, this study is distinct because of the very large sample size and because it controlled for very low birth weight and early preterm birth-two factors closely associated with lower academic performance. In this study we examined the association between lead concentration in whole blood (B-Pb) of Chicago Public School (CPS) children and their performance on the 3(rd) grade Illinois Standard Achievement Tests (ISAT) reading and math scores. We examined 58,650 children born in Chicago between 1994 and 1998 who were tested for blood lead concentration between birth and 2006 and enrolled in the 3(rd) grade at a CPS school between 2003 and 2006. We linked the Chicago birth registry, the Chicago Blood Lead Registry, and 3(rd) grade ISAT scores to examine associations between B-Pb and school performance. After adjusting for other predictors of school performance including poverty, race/ethnicity, gender, maternal education and very low birth weight or preterm-birth, we found that B-Pbs below 10 μg/dL were inversely associated with reading and math scores in 3(rd) grade children. For a 5 μg/dL increase in B-Pb, the risk of failing increased by 32% for reading (RR = 1.32, 95%CI = 1.26, 1.39) and math (RR = 1.32, 95%CI = 1.26, 1.39). The effect of lead on reading was non-linear with steeper failure rates at lower B-Pbs. We estimated that 13% of reading failure and 14.8% of math failure can be attributed to exposure to blood lead concentrations of 5 to 9 vs. 0 to 4 μg/dL in Chicago school children. Early childhood lead exposure is associated with poorer achievement on standardized reading and math tests in the third grade, even at very low B-Pbs. Preventing lead exposure in early childhood is critical to improving school performance.
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ERIC Educational Resources Information Center
Marsh, Julie
2012-01-01
This article examines the micropolitics of implementing New York City's Schoolwide Performance Bonus Program and school governance bodies (Compensation Committees) that determined distribution of school-level rewards among personnel. Drawing on a two-year, mixed-methods study, the author finds that although most participants surveyed described a…
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ERIC Educational Resources Information Center
Minger, Leslie
2017-01-01
The purpose of this multiple case study was to explore and describe the leadership communication practices of school principals in Southern California schools with demonstrated high levels of academic performance in order to identify practices that might be replicated in other schools. Communication practices were studied in relation to two…
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ERIC Educational Resources Information Center
Gulosino, Charisse; Franceschini, Louis, III; Hardman, Portia
2016-01-01
The primary aim of this study is to use the survey items from the TELL Tennessee Survey (2013) using the Competing Values Framework (CVF) (Quinn and Rohrbaugh's model of organizational effectiveness) to determine whether teachers' observations about a set of topically organized school climate dimensions and school performance levels are associated…
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ERIC Educational Resources Information Center
Ruffini, Stephen J.; Miskell, Ryan; Lindsay, Jim; McInerney, Maurice; Waite, Winsome
2016-01-01
Many schools identified by states as needing improvement through their Elementary and Secondary Education Act waivers have selected Response to Intervention (RTI), a three-tiered instruction program sometimes referred to as tiered levels of instruction, as one of their main strategies for improving school performance and closing achievement gaps.…
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State-Level Support for Comprehensive School Reform: Implications for Policy and Practice
ERIC Educational Resources Information Center
Lane, Brett; Gracia, Susan
2005-01-01
In the current context of standards-based reform and heightened accountability for school performance, state education agencies (SEAs) have an important, but not yet well-articulated, role to play in local school improvement efforts. This article starts to articulate such a role by examining the variety of approaches and strategies used by 7 SEAs…
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ERIC Educational Resources Information Center
Smith, Christina H.; Mahon, Matt; Newton, Caroline
2013-01-01
Background: Entry to speech and language therapy (SLT) undergraduate pre-registration programmes in the UK is usually achieved through qualifications attained at school (e.g. A-levels). A smaller number of people who did not succeed academically at school enter through qualifications achieved post-schooling, e.g. Access to Higher Education…
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Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief
ERIC Educational Resources Information Center
Larson, Judy
2009-01-01
To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…
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ERIC Educational Resources Information Center
Cooper, Melissa A.
2012-01-01
School districts are charged with the task of improving standardized test scores and closing the gaps between specific groups of students. Numerous programs, school improvement strategies, changes in instruction and leadership have been implemented to close the gap. Data are becoming more abundant at the state, district, and school levels. Many…
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ERIC Educational Resources Information Center
Aldarelli, Edward
2017-01-01
The demands of high-stakes testing, tenure reform, and teacher accountability have dominated the landscape of education for almost two decades. The expectations placed on public schools require leadership that supports and motivates teachers to perform at extremely high levels. Public schools therefore must fill their institutions with principals…
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ERIC Educational Resources Information Center
McCluskey, Gillean
2017-01-01
While mainstream schools have seen an increasing focus on performance and attainment in recent years, this focus has often been resisted by special and alternative educational provision in the United Kingdom. However, concern is now growing about the low levels of achievement for children and young people educated outside mainstream schools. This…
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ERIC Educational Resources Information Center
Talley, Wade Kenneth; Keedy, John L.
2006-01-01
This study identified the enabling conditions related to building instructional capacity created by the councils in three high-performance schools in an urban district. The authors collected the data through observation, interview, and document mining. School-level data were sorted inductively into themes through constant comparative analysis.…
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Effect of Learner-Centered Education on the Academic Outcomes of Minority Groups
ERIC Educational Resources Information Center
Salinas, Moises F.; Garr, Johanna
2009-01-01
The purpose of the present study is to determine the effect that learner-centered classrooms and schools have on the academic performance of minority and nonminority groups. A diverse sample of schools at the elementary school level were selected. Teachers were also asked to complete the Assessment of Learner Centered Practices questionnaire, an…
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Multiple Site Action Research Case Studies: Practical and Theoretical Benefits and Challenges
ERIC Educational Resources Information Center
Pereira, Mary Delfin; Vallance, Roger
2006-01-01
A curriculum initiative project was implemented in four schools in Singapore over a span of five to six weeks during 2004. The project employed a number of different schools: girls only, boys only and co-educational schools; different levels of performance in a graded situation; multiple teachers and classes within each site; and control and…
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ERIC Educational Resources Information Center
De Smedt, Fien; Merchie, Emmelien; Barendse, Mariska; Rosseel, Yves; De Naeghel, Jessie; Van Keer, Hilde
2018-01-01
In the past, several assessment reports on writing repeatedly showed that elementary school students do not develop the essential writing skills to be successful in school. In this respect, prior research has pointed to the fact that cognitive and motivational challenges are at the root of the rather basic level of elementary students' writing…
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ERIC Educational Resources Information Center
Ward, Justin P.; Hancock, Carl B.
2016-01-01
The purpose of this study was to examine the warm-ups chosen by concert band directors participating in state-level performance assessments. We observed 29 middle and high school bands and coded the frequency and duration of warm-up activities and behaviors. Results indicated that most bands rehearsed music and played scales, long tones, and…
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ERIC Educational Resources Information Center
Manderville, Tonya Butler
2012-01-01
At one high school, the goal for nonproficient reading students was to score at or above the 50th percentile to meet adequate yearly progress objectives. In 2010, the performance levels of nonproficient reading students tested with the state reading test in Grades 9 and 10 declined from the 47th to the 46th percentile. The purpose of this research…
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The prevalence of developmental dyscalculia in Brazilian public school system.
Bastos, José Alexandre; Cecato, Angela Maria Traldi; Martins, Marielza Regina Ismael; Grecca, Kelly Regina Risso; Pierini, Rafael
2016-03-01
The goal of the study was to assess public school children at the end of the first stage of elementary school. We used a protocol applied concurrently with a writing test in the form of an unexpected activity in 28 public schools; 2,893 children assessed, 687 exhibited performance below 58 points, 184 were excluded due to change of address or lack of consent; 503 children subjected to a test of intellectual capacity and reading assessment and 71 considered intellectually disabled were excluded. 226 (7.8%) children, who could read, write, and had normal intellectual level, met the criteria of developmental dyscalculia (DD), 98 female and 128 male. The most influential factors in the prevalence were socioeconomic levels of the schools neighborhood, education level of parents, and being male, as demonstrated by the odds ratio and multiple logistic regression analysis. Further studies should be done so that educational policies are taken.
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Liu, Chao-Yu; Huang, Wei-Lieh; Kao, Wei-Chih; Gau, Susan Shur-Fen
2017-12-01
Childhood attention-deficit/hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder/conduct disorder (ODD/CD) are associated with negative school outcomes. The study aimed to examine the impact of ADHD and ODD/CD on various school functions. 395 youths with ADHD (244 with ADHD + ODD/CD and 151 with ADHD only) and 156 controls received semi-structured psychiatric interviews. School functions were assessed and compared between each group with a multiple-level model. The results showed that youths with ADHD had poorer performance across different domains of school functioning. Youths with ADHD + ODD/CD had more behavioral problems but similar academic performance than those with ADHD only. The multiple linear regression models revealed that ADHD impaired academic performance while ODD/CD aggravated behavioral problems. Our findings imply that comorbid ODD/CD may specifically contribute to social difficulties in youths with ADHD. Measures of early detection and intervention for ODD/CD should be conducted to prevent adverse outcomes.
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The Importance of Asthma and Health Programs in Improving Academic Performance
School air quality has a major impact on asthma and other respiratory illnesses. Airborne allergens or irritants frequently trigger asthma attacks, yet environmental assessments demonstrate that schools often harbor allergen levels at or close to the th
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The influence of peer affiliation and student activities on adolescent drug involvement.
Jenkins, J E
1996-01-01
This study examined the importance of students' academic performance level and extracurricular activities as predictors of drug involvement relative to peer influence. Social development theory provided the theoretical rational for the study. Data were obtained from 2,229 randomly selected students in the eighth, tenth, and twelfth grades from seventeen school districts in northeastern Ohio. At all three grade levels, involvement in extracurricular activities and academic level were significantly correlated with students' gateway and hard drug use. Consistent with prior research, the strongest correlate of gateway and hard drug use across all grade levels was affiliation with drug-using friends. Having a job after school was marginally related to self-reported gateway drug use at grade level ten. Multiple regression analysis revealed that extracurricular involvement and academic performance level make small, but unique contributions to the prediction of adolescents' gateway drug use beyond affiliation with drug-using peers at all three grade levels. The findings of this study suggest that students' academic performance and extracurricular involvements are significantly related to adolescent gateway and hard drug use, but have less predictive significance relative to peer relationships.
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School absence and its effect on school performance for children born with orofacial clefts.
Bell, Jane; Raynes-Greenow, Camille; Turner, Robin; Bower, Carol; Dodson, Alan; Hancock, Kirsten; Nassar, Natasha
2017-07-17
School absence is associated with lower performance on standardized tests. Children born with orofacial clefts (OFC) are likely to have more absence than children without OFC; however, school absence for children with OFC has not been quantified. We aimed to describe school absence and its relationship with school performance for children with and without OFC. Population-based record-linked cohort study of children (402 with OFC, 1789 without OFC) enrolled in schools in Western Australia, 2008 to 2012. We compared median school absence rates using Wilcoxon rank tests, and investigated the impact of school absence on standardized scores from reading, numeracy, and writing tests, using multivariable models fitted by generalized estimating equations. In Semester 1, at each primary school year level, children without OFC and children with cleft lip only or cleft palate only had similar median absence rates (approximately 1 week). Children with cleft lip and palate had significantly higher absence rates in Years 4 to 6 (between 1 and 2 weeks). During secondary school, median absence rates were higher (2 weeks) for all children, but not statistically different between children with and without OFC. Higher absence was significantly associated with lower standardized reading, numeracy, and writing scores. However, having a cleft of any type had little influence on the association between absence and test scores. School absence affected school performance for all children. Absence did not differentially disadvantage children born with OFC, suggesting current practices to identify and support children with OFC are minimizing effects of their absence on school performance. Birth Defects Research 109:1048-1056, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.
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ERIC Educational Resources Information Center
Papadimitriou, Artemis M.; Vlachos, Filippos M.
2014-01-01
The aim of this study was to examine if specific skills that are developed during preschool years could predict the reading performance in the first and second grade of primary school. Two hundred and eighty-seven children participated in this longitudinal study. At the kindergarten level, phonological awareness (PA), rapid automatised naming,…
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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…
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ERIC Educational Resources Information Center
Mbogo, Rosemary Wahu
2016-01-01
This paper reports the findings of a Master's level thesis work that was done in 1997 to assess the antecedent factors affecting the academic performance of graduate students at the Nairobi Evangelical School of Theology (N.E.G.S.T.), which is currently Africa International University (AIU). The paper reviews the effect of lack of finance on…
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ERIC Educational Resources Information Center
Bello, Sulaiman; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama
2016-01-01
The study examined the effect of simulation technique and lecture method on students' academic performance in Mafoni Day Secondary School, Maiduguri. The study used both simulation technique and lecture methods of teaching at the basic level of education in the teaching/learning environment. The study aimed at determining the best predictor among…
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Rescuing Middle School Astronomy
NASA Astrophysics Data System (ADS)
Mayo, L. A.; Janney, D.
2010-12-01
There is a crisis in education at the middle school level (Spellings, 2006). Recent studies point to large disparities in middle school performance in schools with high minority populations. The largest disparities exist in areas of math and science. Astronomy has a universal appeal for K-12 students but is rarely taught at the middle school level. When it is taught at all it is usually taught in isolation with few references in other classes such as other sciences (e.g. physics, biology, and chemistry), math, history, geography, music, art, or English. The problem is greatest in our most challenged school districts. With scores in reading and math below national averages in these schools and with most state achievement tests ignoring subjects like astronomy, there is little room in the school day to teach about the world outside our atmosphere. Add to this the exceedingly minimal training and education in astronomy that most middle school teachers have and it is a rare school that includes any astronomy teaching at all. In this presentation, we show how to develop and offer an astronomy education training program for middle school teachers encompassing a wide range of educational disciplines that are frequently taught at the middle school level. The prototype for this program was developed and launched in two of the most challenged and diverse school systems in the country; D.C. Public Schools, and Montgomery County (MD) Public Schools.
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Understanding school-age obesity: through participatory action research.
DiNapoli, Pamela P; Lewis, James B
2008-01-01
This study aimed to assess current levels of overweight (obesity) and fitness among school students using objective data. School-based action research teams were recruited statewide by the New Hampshire Healthy Schools Coalition, the state team of the National Action for Healthy Kids Coalition. Action teams consisted of a physical education teacher, a school nurse, and a school administrator. Data were collected from 6,511 student participants aged 6 to 14 years, which was a representative cross-section from New Hampshire school districts. Key variables of interest in the study were body mass index, and ability to pass five fitness tests using FITNESSGRAM. Pearson's correlation was used to assess the relationships among body mass index, age, gender, and the percent of students that passed FITNESSGRAM tests. The ability of participants to pass the FITNESSGRAM tests declined markedly with age and differed between boys and girls, although the healthy fitness zones for any particular test was lower for girls. Body mass index was significantly negatively correlated with performance on all tests. Age was also statistically negatively correlated with performance on all tests; the relationship between gender and performance on the tests was less striking. Results reflected an increase in the prevalence of overweight school children, even in New Hampshire, which is purported to be one of the healthiest states in the nation. Results offered evidence that body mass index is a valid proxy measure for fitness levels and that fitness programs are necessary to effectively combat the obesity epidemic. Evidence-based changes need to be implemented to address obesity-related factors in schools, because children spend many of their waking hours in that setting. Physical activity during recess and physical education classes could help to increase energy expenditure and develop sound minds and bodies. Schools should consider the development of school-based wellness teams to advise and advocate improved school-based wellness policies. School nurses can take an active part in these initiatives.
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Education and cognitive change over 15 years: the atherosclerosis risk in communities study.
Schneider, Andrea L C; Sharrett, A Richey; Patel, Mehul D; Alonso, Alvaro; Coresh, Josef; Mosley, Thomas; Selnes, Ola; Selvin, Elizabeth; Gottesman, Rebecca F
2012-10-01
To evaluate whether education level is associated with change in cognitive performance. Prospective cohort study. The Atherosclerosis Risk in Communities (ARIC) Study, a community-based cohort. Nine thousand two hundred sixty-eight ARIC participants who underwent cognitive evaluation at least twice over a 15-year period. Education was evaluated as a predictor of change in word recall, the Digit Symbol Substitution Test (DSST), and word fluency. A random-effects linear regression model, and a time by educational level interaction was used. Educational level was highly associated with cognitive performance. The effect on performance of a less than high school education (vs more than high school) was equivalent to the effect of as much as 22 years of cognitive aging, but educational level was not associated with change in cognitive performance in whites or blacks, with the exception of the DSST for whites, in whom those with lower levels of education had less decline in scores. Educational level was not associated with change in cognitive performance, although the higher baseline cognitive performance of individuals with more education might explain lower rates of dementia in more-educated individuals, because more decline would have to take place between baseline higher performance and time at which dementia was diagnosed in more-educated individuals. © 2012, Copyright the Authors Journal compilation © 2012, The American Geriatrics Society.
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Gimbel, Ronald W; Cruess, David F; Schor, Kenneth; Hooper, Tomoko I; Barbour, Galen L
2008-10-01
To provide baseline data on evaluation of faculty performance in U.S. schools and programs of public health. The authors administered an anonymous Internet-based questionnaire using PHP Surveyor. The invited sample consisted of individuals listed in the Council on Education for Public Health (CEPH) Directory of Accredited Schools and Programs of Public Health. The authors explored performance measures in teaching, research, and service, and assessed how faculty performance measures are used. A total of 64 individuals (60.4%) responded to the survey, with 26 (40.6%) reporting accreditation/reaccreditation by CEPH within the preceding 24 months. Although all schools and programs employ faculty performance evaluations, a significant difference exists between schools and programs in the use of results for merit pay increases and mentoring purposes. Thirty-one (48.4%) of the organizations published minimum performance expectations. Fifty-nine (92.2%) of the respondents counted number of publications, but only 22 (34.4%) formally evaluated their quality. Sixty-two (96.9%) evaluated teaching through student course evaluations, and only 29 (45.3%) engaged in peer assessment. Although aggregate results of teaching evaluation are available to faculty and administrators, this information is often unavailable to students and the public. Most schools and programs documented faculty service activities qualitatively but neither assessed it quantitatively nor evaluated its impact. This study provides insight into how schools and programs of public health evaluate faculty performance. Results suggest that although schools and programs do evaluate faculty performance on a basic level, many do not devote substantial attention to this process.
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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.
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Sugimoto, Dai; Mattacola, Carl G.; Bush, Heather M.; Thomas, Staci M.; Foss, Kim D. Barber; Myer, Gregory D.; Hewett, Timothy E.
2017-01-01
Context: Fewer athletic injuries and lower anterior cruciate ligament injury incidence rates were noted in studies of neuromuscular-training (NMT) interventions that had high compliance rates. However, several groups have demonstrated that preventive NMT interventions were limited by low compliance rates. Objective: To descriptively analyze coach and athlete compliance with preventive NMT and compare the compliance between study arms as well as among school levels and sports. Design: Randomized, controlled clinical trial. Setting: Middle and high school athletic programs. Participants or Other Participants: A total of 52 teams, comprising 547 female athletes, were randomly assigned to the experimental or control group and followed for 1 athletic season. Intervention(s): The experimental group (n = 30 teams [301 athletes]: 12 basketball teams [125 athletes], 6 soccer teams [74 athletes], and 12 volleyball teams [102 athletes]) participated in an NMT program aimed at reducing traumatic knee injuries through a trunk-stabilization and hip-strengthening program. The control group (n = 22 teams [246 athletes]: 11 basketball teams [116 athletes], 5 soccer teams [68 athletes], and 6 volleyball teams [62 athletes]) performed a resistive rubber-band running program. Main Outcome Measure(s): Compliance with the assigned intervention protocols (3 times per week during the preseason [mean = 3.4 weeks] and 2 times per week in-season [mean = 11.9 weeks] of coaches [coach compliance] and athletes [athlete compliance]) was measured descriptively. Using an independent t test, we compared coach and athlete compliance between the study arms. A 2-way analysis of variance was calculated to compare differences between coach and athlete compliance by school level (middle and high schools) and sport (basketball, soccer, and volleyball). Results: The protocols were completed at a mean rate of 1.3 ± 1.1 times per week during the preseason and 1.2 ± 0.5 times per week in-season. A total of 88.4% of athletes completed 2/3 of the intervention sessions. Coach compliance was greater in the experimental group than in the control group (P = .014). Coach compliance did not differ by sport but was greater at the high school than the middle school (P = .001) level. Athlete compliance did not differ by study arm, sport, or school level. Conclusions: Athletes received instruction in about 50% of each protocol. Nearly 90% of athletes performed more than 2/3 of the assigned NMT interventions. The assigned intervention was performed more often in the experimental arm compared with the control arm. Coaches at the high school level complied with the given protocol more than middle school coaches did. Athletes complied well with the protocol, but coaches did not, especially at the middle school level. PMID:27977300
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Sugimoto, Dai; Mattacola, Carl G; Bush, Heather M; Thomas, Staci M; Foss, Kim D Barber; Myer, Gregory D; Hewett, Timothy E
2017-01-01
Fewer athletic injuries and lower anterior cruciate ligament injury incidence rates were noted in studies of neuromuscular-training (NMT) interventions that had high compliance rates. However, several groups have demonstrated that preventive NMT interventions were limited by low compliance rates. To descriptively analyze coach and athlete compliance with preventive NMT and compare the compliance between study arms as well as among school levels and sports. Randomized, controlled clinical trial. Middle and high school athletic programs. Participants or Other Participants: A total of 52 teams, comprising 547 female athletes, were randomly assigned to the experimental or control group and followed for 1 athletic season. The experimental group (n = 30 teams [301 athletes]: 12 basketball teams [125 athletes], 6 soccer teams [74 athletes], and 12 volleyball teams [102 athletes]) participated in an NMT program aimed at reducing traumatic knee injuries through a trunk-stabilization and hip-strengthening program. The control group (n = 22 teams [246 athletes]: 11 basketball teams [116 athletes], 5 soccer teams [68 athletes], and 6 volleyball teams [62 athletes]) performed a resistive rubber-band running program. Compliance with the assigned intervention protocols (3 times per week during the preseason [mean = 3.4 weeks] and 2 times per week in-season [mean = 11.9 weeks] of coaches [coach compliance] and athletes [athlete compliance]) was measured descriptively. Using an independent t test, we compared coach and athlete compliance between the study arms. A 2-way analysis of variance was calculated to compare differences between coach and athlete compliance by school level (middle and high schools) and sport (basketball, soccer, and volleyball). The protocols were completed at a mean rate of 1.3 ± 1.1 times per week during the preseason and 1.2 ± 0.5 times per week in-season. A total of 88.4% of athletes completed 2/3 of the intervention sessions. Coach compliance was greater in the experimental group than in the control group (P = .014). Coach compliance did not differ by sport but was greater at the high school than the middle school (P = .001) level. Athlete compliance did not differ by study arm, sport, or school level. Athletes received instruction in about 50% of each protocol. Nearly 90% of athletes performed more than 2/3 of the assigned NMT interventions. The assigned intervention was performed more often in the experimental arm compared with the control arm. Coaches at the high school level complied with the given protocol more than middle school coaches did. Athletes complied well with the protocol, but coaches did not, especially at the middle school level.
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Culture Connection Project: promoting multiculturalism in elementary schools.
Matuk, Lucia Yiu; Ruggirello, Tina
2007-01-01
To promote multiculturalism among grade school students through drama education. Grade 3-6 students (N = 665) from 6 targeted schools including lead-class students (n = 158) representing each school. Elementary schools in Windsor-Essex County, Ontario, Canada. In this non-experimental design study, group discussions conducted with each lead class to explore students' understanding of multiculturalism were developed into an interactive drama performance and performed for all grades 3-6 students in their respective schools. A follow-up drama workshop was offered to each lead class one week after the drama performance. All students completed a 7-item questionnaire before and after the drama performance and after the drama workshop. Pre-test and post-test data collected were analyzed using T-test and ANOVA to determine the effects of drama education on students' attitudes toward multiculturalism. Statistical analysis at 0.05 significance level revealed that both the performance and the drama workshop heightened students' awareness of racism, and instilled cultural respect through "talking with others", "accepting others", and "believing that they can make a difference" in multiculturalism promotion. Drama education was an effective experiential tool for promoting multiculturalism in a school setting. The key to promoting inter-racial harmony is to respect and accept individual differences and to broaden the social determinants of health by providing culture safety care.
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Return to High School and College Level Football following ACL Reconstruction: A MOON Cohort Study
McCullough, Kirk A.; Phelps, Kevin D.; Spindler, Kurt P.; Matava, Matthew J.; Dunn, Warren R.; Parker, Richard D.; Reinke, Emily K.
2013-01-01
Background While published studies on return to play for various sports exist in the literature, there is a relative paucity of data regarding the effect of ACL reconstruction on the ability of American high school and collegiate football players to return to play at the same level of competition as before their injury, or to progress to play at the next level of competition. Purpose The purpose of this study was threefold: 1) to identify the percentage of high school and collegiate American football players who successfully returned to play at their previous level of competition; 2) to investigate self-reported performance for those players able to return to play or reason(s) for not returning to play; 3) to elucidate risk factors responsible for players not being able to return to play or not returning to the same level of performance. Study Design Retrospective cohort study; level of evidence, 2. Methods This study was a retrospective analysis of prospective patients taken from the Multicenter Orthopaedic Outcomes Network (MOON) cohort who identified football as their primary or secondary sport. Identified patients were then questioned in a structured interview regarding their ACL injury, participation in football prior to their injury, and factors associated with returning to play. Data was analyzed for player position, concurrent meniscal/ligamentous/chondral pathology, surgical technique and graft used for ACL reconstruction, and issues pertaining to timing and ability to return to play. Results 147 players (68 high school, 26 collegiate) met our criteria and were contacted from the 2002 and 2003 MOON cohorts. Return-to-play rates for all high school and collegiate athletes were similar (63% and 69%, respectively). Based on player perception, 43% of the players were able to return to play at the same self-described performance level. Approximately 27% felt they did not perform at a level attained prior to their ACL tear, and 30% were unable to return to play at all. Although 2/3 of players reported some “other interest” contributing to their decision not to return, at both levels of competition fear of re-injury or further damage was cited by ~50% of the players who did not return to play. Analysis of patient-reported outcome scores at a minimum of two years after surgery between patients who returned to play and those that did not demonstrated clinically and statistically significant differences in the IKDC, Marx activity, and KOOS knee related quality of life subscales in the collegiate players. Similar clinical differences were not statistically significant in the high school students. Player position did not have a statistically significant effect on the ability to return to play for high school players, and 41% of “skilled” position players and 50% of “non-skilled” position players were able to return to play at the same performance level. Conclusion Return-to-play percentages for amateur American football players following ACL reconstruction are not as high as would be expected. While technical aspects of ACL reconstruction and the ensuing rehabilitation have been studied extensively, the psychological factors (primarily a fear of re-injury) influencing the ability to return to play following ACL surgery may be underestimated as a critical factor responsible for athletes not returning to play at any level of competition. PMID:22922520
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NASA Astrophysics Data System (ADS)
Manço, Altay
1994-03-01
Successful schooling is a factor which significantly influences integration in its various forms. It is measured by the quality, quantity and content of what is studied. Educational structures and their accessibility to immigrant families are at the heart of successful schooling, or social failure. Recent data show that in French-speaking Belgium, school is more a place of failure than of success for immigrants. The imperfections of the school system and, in particular, its inability to manage ethnic and social plurality, produce massive failure, with all the attendant risks of socio-economic marginalisation. However, the main hypothesis of the study presented here concerns the socio-cultural environment, the standard of living of the home, the migration history of the family of origin, and the history of the individual. These are determined by many social factors, and can in turn influence school performance, young people's attitudes to school, and ultimately their success. It appears that the hypothesis is true, there being four global factors which explain school performance and success. These are the level of the parents' schooling, their socio-professional class, the level of use of the French language in the family, and the nationality of the parents. In this report, certain points relevant to the schooling of foreigners are touched on, and a more detailed analysis of the case of Moroccans in Belgian is attempted.
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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.
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Cardon, Greet; Labarque, Valery; Smits, Dirk; De Bourdeaudhuij, Ilse
2009-04-01
We aimed to investigate the effects of providing play equipment and markings at the pre-school playground on physical activity engagement levels. We performed a cluster randomised control trial. In November and December 2007, a convenience sample of 40 public pre-schools in Flanders, Belgium, was randomly assigned to one of the following conditions: 1) in 10 pre-schools play equipment was provided, 2) in 10 pre-schools markings were painted on the playground, 3) in 10 schools play equipment was provided and markings were painted, 4) 10 schools served as a control condition. Accelerometer-based physical activity levels during recess were evaluated at baseline and 4 to 6 weeks after the implementation of the intervention in 583 children (52% boys; mean age 5.3 years, SD 0.4). At baseline pre-schoolers spent only 11.2% (average: 4.7 min) of recess time in moderate to vigorous activity, while 61.3% (average: 25.7 min) was spent in sedentary activity. The interventions were not effective in increasing the average activity levels or the percentages of engagement in moderate or vigorous activity, or in decreasing sedentary time. Providing playground markings or play equipment is not sufficient to increase activity levels and decrease levels of sedentary activity during pre-school recess. More activating supervision and the inclusion of more structured physical activity seem needed.
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ERIC Educational Resources Information Center
Briggs, Laura Clark
2017-01-01
Research on secondary student reading comprehension performance is scant, yet demands for improved literacy at college and career levels indicate that an understanding of trends and growth patterns is necessary to better inform teaching and learning for high school students. To improve understanding of reading performance at the secondary level,…
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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…
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ERIC Educational Resources Information Center
Glazerman, Steven; Max, Jeffrey
2011-01-01
This brief describes the prevalence of highest-performing teachers in ten purposely selected districts across seven states. The overall patterns indicate that low-income students have unequal access, on average, to the district's highest-performing teachers at the middle school level but not at the elementary level. However, there is evidence of…
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Bigarelli, Juliana Faleiros Paolucci; Ávila, Clara Regina Brandão de
2011-09-01
To characterize, according to the school grade and the type of school (private or public), the performance on orthographic and narrative text production in the writing of Elementary School students with good academic performance, and to investigate the relationships between these variables. Participants were 160 children with ages between 8 and 12 years, enrolled in 4th to 7th grades Elementary School. Their written production was assessed using words and pseudowords dictation, and autonomous writing of a narrative text. Public school students had a higher number of errors in the words and pseudowords dictation, improving with education level. The occurrence of complete and incomplete utterances was similar in both public and private schools. However, 4th graders presented more incomplete statements than the other students. A higher number of overall microstructure and macrostructure productions occurred among private school students. The essential macrostructures were most frequently found in the later school grades. The higher the total number of words in the autonomous written production, the higher the occurrence of linguistic variables and the better the narrative competence. There was a weak negative correlation between the number of wrong words and the total of events in text production. Positive and negative correlations (from weak to good) were observed between different orthographic, linguistic and narrative production variables in both private and public schools. Private school students present better orthographic and narrative performance than public school students. Schooling progression influences the performance in tasks of words' writing and text production, and the orthographic abilities influence the quality of textual production. Different writing abilities, such as orthographic performance and use of linguistic elements and narrative structures, are mutually influenced in writing production.
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Geers, Ann E; Hayes, Heather
2011-02-01
This study had three goals: (1) to document the literacy skills of deaf adolescents who received cochlear implants (CIs) as preschoolers; (2) to examine reading growth from elementary grades to high school; (3) to assess the contribution of early literacy levels and phonological processing skills, among other factors, to literacy levels in high school. A battery of reading, spelling, expository writing, and phonological processing assessments were administered to 112 high school (CI-HS) students, ages 15.5 to 18.5 yrs, who had participated in a reading assessment battery in early elementary grades (CI-E), ages 8.0 to 9.9 yrs. The CI-HS students' performance was compared with either a control group of hearing peers (N = 46) or hearing norms provided by the assessment developer. Many of the CI-HS students (47 to 66%) performed within or above the average range for hearing peers on reading tests. When compared with their CI-E performance, good early readers were also good readers in high school. Importantly, the majority of CI-HS students maintained their reading levels over time compared with hearing peers, indicating that the gap in performance was, at the very least, not widening for most students. Written expression and phonological processing tasks posed a great deal of difficulty for the CI-HS students. They were poorer spellers, poorer expository writers, and displayed poorer phonological knowledge than hearing age-mates. Phonological processing skills were a critical predictor of high school literacy skills (reading, spelling, and expository writing), accounting for 39% of variance remaining after controlling for child, family, and implant characteristics. Many children who receive CIs as preschoolers achieve age-appropriate literacy levels as adolescents. However, significant delays in spelling and written expression are evident compared with hearing peers. For children with CIs, the development of phonological processing skills is not just important for early reading skills, such as decoding, but is critical for later literacy success as well.
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High School Sport Specialization Patterns of Current Division I Athletes.
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.
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ERIC Educational Resources Information Center
Wobmann, Ludger; Ludemann, Elke; Schutz, Gabriela; West, Martin R.
2007-01-01
Accountability, autonomy, and choice play a leading role in recent school reforms in many countries. This report provides new evidence on whether students perform better in school systems that have such institutional measures in place. We implement an internationally comparative approach within a rigorous micro-econometric framework that accounts…
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ERIC Educational Resources Information Center
Muraya, Daniel Ngaru; Kimamo, Githui
2011-01-01
Performance in Biology at secondary school level in Kenya remains poor and one reason is the teaching approach adopted by teachers with teacher-centered approaches being pre-dominant. This study sought to determine the effect of cooperative learning approach on mean achievement scores in Biology of secondary school students.…
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ERIC Educational Resources Information Center
Abouserie, Hossam Eldin Mohamed Refaat
2009-01-01
This study explored the state of bachelor's degree offered at top Library and Information Science schools in the United States in 2009. Schools selected were accredited on the Master's level and ranked as top five Library and Information Science schools by the American Library Association, ALA. The study embraced the comparative analysis…
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An Exploration of Teacher Attrition and Mobility in High Poverty Racially Segregated Schools
ERIC Educational Resources Information Center
Djonko-Moore, Cara M.
2016-01-01
The purpose of this study was to examine the mobility (movement to a new school) and attrition (quitting teaching) patterns of teachers in high poverty, racially segregated (HPRS) schools in the US. Using 2007-9 survey data from the National Center for Education Statistics, a multi-level multinomial logistic regression was performed to examine the…
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ERIC Educational Resources Information Center
Paek, Hye-Jin; Hove, Thomas; Oh, Hyun Jung
2013-01-01
Background: In efforts to curb and prevent youth smoking, school tobacco policies have become an important and effective strategy. This study explores the degrees and types of tobacco-free school policy (TFSP) enforcement that are associated with adolescent smoking. Methods: A multilevel analysis was performed using 983 students who are nested in…
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States Train Sights on School Districts for Interventions
ERIC Educational Resources Information Center
Olson, Lynn
2004-01-01
After years of trying to fix trouble schools one at a time, a number of states are weighing stronger measures for intervening in low-performing school districts. The shift is seen as a response to the federal No Child Left Behind Act. States are turning in a bigger way to district-level strategies, in part because as their own accountability…
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ERIC Educational Resources Information Center
Sircey, Samantha Taylor
2017-01-01
In the middle school setting, reading is a requirement if students are to access the curriculum and demonstrate content proficiency. By grade three, students are expected to read on grade level, but by middle grades (7-8), some students still struggle with reading for comprehension. In addition, some middle school teachers struggle to implement…
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The Impact of Multi-Age Instruction on Academic Performance in Mathematics and Reading
ERIC Educational Resources Information Center
Baukol, David
2010-01-01
Teachers and administrators are faced with a basic question when planning for a school year: how should the students be grouped when coming to school? Should students of similar age be together or should students be assigned to multi-age classrooms at the elementary school level? If the multi-age method is chosen, how will academic progress be…
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ERIC Educational Resources Information Center
Lovelace, Matthew D.; Reschly, Amy L.; Appleton, James J.
2018-01-01
Early warning systems use school record data--such as attendance rate, behavior records, and course performance--to identify students at risk of dropping out. These are useful predictors of graduation-related outcomes, in large part because they indicate a student's level of engagement with school. However, these data do not indicate how invested…
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ERIC Educational Resources Information Center
Grissom, Jason A.; Strunk, Katharine O.
2012-01-01
This study examines the relative distribution of salary schedule returns to experience for beginning and veteran teachers. We argue that districts are likely to benefit from structuring salary schedules with greater experience returns early in the teaching career. To test this hypothesis, we match salary data to school-level student performance…
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The Comparison of Turkish Students' PISA Achievement Levels by Year via Data Envelopment Analysis
ERIC Educational Resources Information Center
Yalçin, Seher; Tavsancil, Ezel
2014-01-01
This research aimed to determine the relative efficiency of the types of school common to three administrations of the PISA (2003-2006-2009) by comparing their results, along with the activities that are to be performed for inefficient school types and changes in the efficiency value of the school types by year. The comparative analysis was based…
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ERIC Educational Resources Information Center
Carwell, Tamika L.
2012-01-01
The study's focus was to determine whether or not there was a significant statistical relationship between improved student performance scores from the Education Program for Gifted Youth (EPGY) Stanford Math Intervention Program and Discovery Formative Assessment mathematics mean scores of female middle school students. An additional focus of…
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ERIC Educational Resources Information Center
Tyler, Dawn E.
2016-01-01
Principals of modern Title I elementary schools, where at least half of the student population lives in poverty, must possess a broader set of leadership skills than has been historically necessary. The ability to motivate teachers utilizing effective communication is one such skill set. This qualitative research proposes a division-level training…
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Child abuse and performance task assessments of executive functions in boys.
Mezzacappa, E; Kindlon, D; Earls, F
2001-11-01
We examined executive functions using performance tasks in 126 boys aged 6 to 16 years. who attended public schools and therapeutic schools for children with emotional and behavioral problems. Children were further grouped based on the presence or absence of substantiated abuse histories. Based on their abuse histories and schools of origin, children were classified as Therapeutic, Abused (TA, N = 25). Therapeutic, Nonabused (TN, N = 52), and Public School (PS, N = 48). Controlling IQ and medication status, we compared children in the three groups on teacher ratings of behavior, on experimenter observations of behavior during testing, and on performance tasks challenging the capacities to inhibit an act in progress, and to passively avoid responses associated with adverse consequences. We examined mean group differences in symptoms, behaviors, and task performance, as well as differential age-dependent changes in these dimensions. Independent of abuse history, therapeutic school children demonstrated comparable levels of internalizing and externalizing symptoms, and comparable levels of redirections to task during testing-sessions, that were significantly higher than those of the public school children. Both groups of therapeutic school children also showed comparable overall performance on the capacities to inhibit an act in progress, and to passively avoid responses associated with adverse consequences that were poorer than the performance of children from the public school. Children with histories of substantiated abuse showed diminished improvement with increasing age in the capacity to passively avoid responses associated with adverse consequences when compared not only to the public school children, but also to the children from the therapeutic schools without histories of abuse. Our findings complement reports of behavioral observations of abused children, and reports associating child abuse with altered cognitive development in other areas of competence. They suggest that child abuse may negatively influence the expected developmental progression of competence in certain executive functions. This in turn could have implications for the nature and the persistence of certain forms of psychopathology associated with abuse and poor self-control. Given the cross-sectional nature of our data, however, longitudinal developmental studies of the relations between child abuse and executive functions are needed to elucidate the influence of abuse on the growth and development of such organizing principles of behavioral self-regulation.
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Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle
2010-01-01
In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn. PMID:20617111
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ERIC Educational Resources Information Center
Waleff, Marci Lyn
2010-01-01
Some fourth, fifth and sixth grade students in a rural Pennsylvania school district are not achieving at a proficient level and have low self-efficacy in reading. The purpose of this study was to determine the relationship between teacher implemented mastery orientation goals, students' judgment of their ability to perform the task of reading…
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Children's Exposure to Radon in Nursery and Primary Schools.
Branco, Pedro T B S; Nunes, Rafael A O; Alvim-Ferraz, Maria C M; Martins, Fernando G; Sousa, Sofia I V
2016-03-30
The literature proves an evident association between indoor radon exposure and lung cancer, even at low doses. This study brings a new approach to the study of children's exposure to radon by aiming to evaluate exposure to indoor radon concentrations in nursery and primary schools from two districts in Portugal (Porto and Bragança), considering different influencing factors (occupation patterns, classroom floor level, year of the buildings' construction and soil composition of the building site), as well as the comparison with IAQ standard values for health protection. Fifteen nursery and primary schools in the Porto and Bragança districts were considered: five nursery schools for infants and twelve for pre-schoolers (seven different buildings), as well as eight primary schools. Radon measurements were performed continuously. The measured concentrations depended on the building occupation, classroom floor level and year of the buildings' construction. Although they were in general within the Portuguese legislation for IAQ, exceedances to international standards were found. These results point out the need of assessing indoor radon concentrations not only in primary schools, but also in nursery schools, never performed in Portugal before this study. It is important to extend the study to other microenvironments like homes, and in time to estimate the annual effective dose and to assess lifetime health risks.
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Children’s Exposure to Radon in Nursery and Primary Schools
Branco, Pedro T. B. S.; Nunes, Rafael A. O.; Alvim-Ferraz, Maria C. M.; Martins, Fernando G.; Sousa, Sofia I. V.
2016-01-01
The literature proves an evident association between indoor radon exposure and lung cancer, even at low doses. This study brings a new approach to the study of children’s exposure to radon by aiming to evaluate exposure to indoor radon concentrations in nursery and primary schools from two districts in Portugal (Porto and Bragança), considering different influencing factors (occupation patterns, classroom floor level, year of the buildings’ construction and soil composition of the building site), as well as the comparison with IAQ standard values for health protection. Fifteen nursery and primary schools in the Porto and Bragança districts were considered: five nursery schools for infants and twelve for pre-schoolers (seven different buildings), as well as eight primary schools. Radon measurements were performed continuously. The measured concentrations depended on the building occupation, classroom floor level and year of the buildings’ construction. Although they were in general within the Portuguese legislation for IAQ, exceedances to international standards were found. These results point out the need of assessing indoor radon concentrations not only in primary schools, but also in nursery schools, never performed in Portugal before this study. It is important to extend the study to other microenvironments like homes, and in time to estimate the annual effective dose and to assess lifetime health risks. PMID:27043596
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ERIC Educational Resources Information Center
Partnership for 21st Century Skills, 2011
2011-01-01
Standards drive critical elements of the American educational system--the curricula that schools follow, the textbooks students read, and the tests they take. Similarly, standards establish the levels of performance that students, teachers and schools are expected to meet. To succeed in the 21st century, all students will need to perform to high…
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ERIC Educational Resources Information Center
Sisungo, Z.; Kaberia, L.; Buhere, P.
2014-01-01
The Kenyan government has been spending between 20% to 40% of its revenue on education with the aim to improving access and quality. Much of these resources have been devoted towards establishment and procurement of school inputs such as classrooms, teachers and textbooks. This study investigated the effects of funding on performance in Mumias…
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ERIC Educational Resources Information Center
Howard, Larry L.
2011-01-01
This paper estimates models of the transitional effects of food insecurity experiences on children's non-cognitive performance in school classrooms using a panel of 4710 elementary students enrolled in 1st, 3rd, and 5th grade (1999-2003). In addition to an extensive set of child and household-level characteristics, we use information on U.S.…
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Cerda, Gamal; Pérez, Carlos; Navarro, José I.; Aguilar, Manuel; Casas, José A.; Aragón, Estíbaliz
2015-01-01
This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students’ level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students’ performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain. PMID:26441739
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Depression and school performance in middle adolescent boys and girls.
Fröjd, Sari A; Nissinen, Eeva S; Pelkonen, Mirjami U I; Marttunen, Mauri J; Koivisto, Anna-Maija; Kaltiala-Heino, Riittakerttu
2008-08-01
The study aimed to investigate the associations between different levels of depression with different aspects of school performance. The target population included 2516 7th-9th grade pupils (13-17 years) of whom 90% completed the questionnaire anonymously in the classroom. Of the girls 18.4% and of the boys 11.1% were classified as being depressed (R-Beck Depression Inventory (BDI), the Finnish version of the 13-item BDI). The lower the self-reported grade point average (GPA) or the more the GPA had declined from the previous term, the more commonly the adolescents were depressed. Depression was associated with difficulties in concentration, social relationships, self-reliant school performance and reading and writing as well as perceiving schoolwork as highly loading. The school performance variables had similar associations with depression among both sexes when a wide range of depression was studied but gender differences appeared when studying the severe end of the depression scale. Our study indicates that pupils reporting difficulties in academic performance should be screened for depression.
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Badura, Petr; Sigmund, Erik; Geckova, Andrea Madarasova; Sigmundova, Dagmar; Sirucek, Jan; van Dijk, Jitse P; Reijneveld, Sijmen A
2016-01-01
Organized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family. The sample concerned 10,483 adolescents (49.2% boys) aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes. Participation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI) 1.17-1.54) for lower school-related stress to 1.97 (95% CI 1.73-2.25) for above-average academic achievement. OLTA participants were also more likely to have a non-familial person to help them with schoolwork, though this association was weaker in 15-year-olds. Youth involvement in OLTA is linked to general better school performance and attachment to school. Adolescents participating in more activities at the same time have the best school performance.
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Mok, Sog Yee; Martiny, Sarah E.; Gleibs, Ilka H.; Keller, Melanie M.; Froehlich, Laura
2016-01-01
Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed. PMID:27471484
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Mok, Sog Yee; Martiny, Sarah E; Gleibs, Ilka H; Keller, Melanie M; Froehlich, Laura
2016-01-01
Past research on ethnic composition effects on migrant and ethnic majority students' performance has reported inconclusive results: Some studies have found no relationship between the proportion of migrant students in school and students' performance, some revealed positive effects, whereas others showed negative effects of the proportion of migrant students. Most of the studies did not consider whether an increase in the proportion of migrant students in the classroom has different effects on migrant and ethnic majority students' performance. For this reason, the present study (N = 9215) extends previous research by investigating the cross-level interaction effect of the proportion of Turkish-origin students in classrooms on Turkish-origin and German students' reading performance with data based on the German National Assessment Study 2008/2009 in the school subject German. In addition, we examined the cross-level interaction effect of Turkish-origin students' proportion on sense of belonging to school for Turkish-origin and German students, as sense of belonging has been shown to be an important predictor of well-being and integration. No cross-level interaction effect on performance emerged. Only a small negative main effect of the Turkish-origin students' proportion on all students' performance was found. As predicted, we showed a cross-level interaction on sense of belonging. Only Turkish-origin students' sense of belonging was positively related to the proportion of Turkish-origin students: The more Turkish-origin students there were in a classroom, the higher Turkish-origin students' sense of belonging. German students' sense of belonging was not related to the ethnic classroom composition. Implications of the results in the educational context are discussed.
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The first OSCE; does students' experience of performing in public affect their results?
Chan, Michael; Bax, Nigel; Woodley, Caroline; Jennings, Michael; Nicolson, Rod; Chan, Philip
2015-03-26
Personal qualities have been shown to affect students' exam results. We studied the effect of experience, and level, of public performance in music, drama, dance, sport, and debate at the time of admission to medical school as a predictor of student achievement in their first objective structured clinical examination (OSCE). A single medical school cohort (n = 265) sitting their first clinical exam in 2011 as third year students were studied. Pre-admission statements made at the time of application were coded for their stated achievements in the level of public performance; participation in each activity was scored 0-3, where 0 was no record, 1 = leisure time activity, 2 = activity at school or local level, 3 = activity at district, regional or national level. These scores were correlated to OSCE results by linear regression and t-test. Comparison was made between the highest scoring students in each area, and students scoring zero by t-test. There was a bell shaped distribution in public performance score in this cohort. There was no significant linear regression relationship between OSCE results and overall performance score, or between any subgroups. There was a significant difference between students with high scores in theatre, debate and vocal music areas, grouped together as verbal performance, and students scoring zero in these areas. (p < 0.05, t-test) with an effect size of 0.4. We found modest effects from pre-admission experience of verbal performance on students' scores in the OSCE examination. As these data are taken from students' admission statements, we call into question the received wisdom that such statements are unreliable.
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Menstruation and School Absenteeism: Evidence from Rural Malawi
Grant, Monica J.; Lloyd, Cynthia B.; Mensch, Barbara S.
2014-01-01
The provision of toilets and menstrual supplies has emerged as a promising programmatic strategy to support adolescent girls’ school attendance and performance in less developed countries. We use the first round of the Malawi Schooling and Adolescent Survey (MSAS) to examine the individual- and school-level factors associated with menstruation-related school absenteeism. The MSAS is a school-based longitudinal survey of adolescent students enrolled in coed public primary schools in the southern districts of Machinga and Balaka who were aged 14–16 in 2007. Although one-third of female students report missing at least one day of school at their last menstrual period, our data suggest that menstruation only accounts for a small proportion of all female absenteeism and does not create a gender gap in absenteeism. We find no evidence for school-level variance in menstruation-related absenteeism, suggesting that absenteeism is not sensitive to school environments. Rather, co-residence with a grandmother and spending time on school work at home reduce the odds of absence during the last menstrual period. PMID:25580018
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Academic performance and substance use: findings from a state survey of public high school students.
Cox, Reagan G; Zhang, Lei; Johnson, William D; Bender, Daniel R
2007-03-01
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. The sampling frame for the 2003 Mississippi Youth Risk Behavior Survey was obtained from the Mississippi Department of Education. A 2-stage cluster sample design produced a representative sample of Mississippi students in grades 9-12 who attended public schools. During the spring 2003, 34 of the 45 sampled schools (75.6%) participated. A total of 1488 from the 1672 sampled students (89.0%) completed an 87-item questionnaire (overall response rate 67.3%). Low academic performance (students with mostly Cs or below) during the 12 months preceding the survey was more prevalent among males, non-Hispanic blacks, frequent smokers, binge drinkers, and marijuana users. Logistic regression identified gender, race, frequent smoking, and marijuana use as statistically significant factors associated with increased odds for low academic performance. Adjusted odds ratios were 1.2 for binge drinkers versus other students to 2.6 for non-Hispanic black students versus non-Hispanic white students. The present findings highlight the extensive use of cigarettes, alcohol, and marijuana among Mississippi public high school students. Because poor academic achievers are more prevalent among students who participate in these substance-use behaviors, multifaceted approaches that encourage high levels of academic performance, while dissuading student involvement in risky/problem behaviors, may both improve low levels of academic achievement and reduce behaviors that contribute to poor health in adulthood.
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Roberts, William L; Pugliano, Gina; Langenau, Erik; Boulet, John R
2012-08-01
Medical schools employ a variety of preadmission measures to select students most likely to succeed in the program. The Medical College Admission Test (MCAT) and the undergraduate college grade point average (uGPA) are two academic measures typically used to select students in medical school. The assumption that presently used preadmission measures can predict clinical skill performance on a medical licensure examination was evaluated within a validity argument framework (Kane 1992). A hierarchical generalized linear model tested relationships between the log-odds of failing a high-stakes medical licensure performance examination and matriculant academic and non-academic preadmission measures, controlling for student-and school-variables. Data includes 3,189 matriculants from 22 osteopathic medical schools tested in 2009-2010. Unconditional unit-specific model expected average log-odds of failing the examination across medical schools is -3.05 (se = 0.11) or 5%. Student-level estimated coefficients for MCAT Verbal Reasoning scores (0.03), Physical Sciences scores (0.05), Biological Sciences scores (0.04), uGPA(science) (0.07), and uGPA(non-science) (0.26) lacked association with the log-odds of failing the COMLEX-USA Level 2-PE, controlling for all other predictors in the model. Evidence from this study shows that present preadmission measures of academic ability are not related to later clinical skill performance. Given that clinical skill performance is an important part of medical practice, selection measures should be developed to identify students who will be successful in communication and be able to demonstrate the ability to systematically collect a medical history, perform a physical examination, and synthesize this information to diagnose and manage patient conditions.
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School dropout prevention: what arts-based community and out-of-school-time programs can contribute.
Charmaraman, Linda; Hall, Georgia
2011-01-01
Out-of-school-time programs, especially arts-based programs, can be critical players in a community's efforts to prevent school dropout. This research review suggests the following approaches for arts-based programs: (1) recruitment and retention of target populations with multiple risk factors; (2) long-term skill development that engages youth behaviorally, emotionally, and academically rather than a drop-in culture; (3) an emphasis on the critical ingredient of real-world applications through performance; (4) staff development and mentoring; (5) a strategic community-level plan for dropout prevention; (6) and program content reframed toward competencies that underlie better school performance and prosocial behavior, such as communication, initiative, problem solving, motivation, and self-efficacy. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.
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Student selection: are the school-leaving A-level grades in biology and chemistry important?
Green, A; Peters, T J; Webster, D J
1993-01-01
This study determined the relationships of grades in A-level biology and chemistry with examination success or failure during the medical course. By inspection of medical student records, A-level grades at entry to medical school and examination performance were obtained for 128 (91%) of the students who sat their final MBBCh examination at the University of Wales College of Medicine in June 1988. The majority, 92 (72%), completed their medical school careers with no professional examination failures; 15 failed examinations just in the period up to 2nd MB; 11 failed examinations in the clinical period only and 10 failed examinations in both periods. Whereas grade achieved in A-level chemistry was not associated with undergraduate examination performance, students with a grade A or B in A-level biology were less likely to have problems than the others (21% compared with 47%; the difference of 26% has a 95% confidence interval of 7% to 44%). Specifically, there appears to be a strong relationship between a low grade in biology and difficulties in the preclinical examinations. Moreover, for those who have difficulties at this stage, this association continues later in the course.
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ERIC Educational Resources Information Center
Gerstman, M. Linda
This curriculum unit is for use in an elementary school foreign language immersion program in Montgomery County, Maryland. The unit is geared toward the second grade science classroom. It includes instructional and performance objectives, vocabulary lists, optional language structure sections, illustrations, activities, evaluation suggestions, and…
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The Naval School of Music: Relevant Training for Real-World Musical Missions
ERIC Educational Resources Information Center
Jones, Patrick M.
2015-01-01
The Naval School of Music was founded in 1935 in response to the poor performance level of the U.S. Navy's bands at that time. The school evolved from an adjunct operation of the U.S. Navy Band into a tri-service institution serving the Army, Navy, and Marine Corps with dedicated facilities, courses for musicians and band leaders, and courses to…
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Role of Starting School Age in the Academic Performance at the Tertiary Level
ERIC Educational Resources Information Center
Baber, Mahwish Ali; Ahmad, Nawaz
2017-01-01
The purpose of this research was to find out whether starting school earlier than four years of age gave any academic benefit to the students in the long run. This research aimed to find out whether the students who started schooling earlier than four years of age are able to achieve better grades and are better at self-regulation at the tertiary…
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ERIC Educational Resources Information Center
Pascanean, Ludmila
2014-01-01
The Open Government Partnership is an international initiative, committing governments to its principles of transparency. This article examines how it can advance the topic of freedom of educational choice, as it emphasizes the importance of parents' involvement in the decision-making process at the school level. The article is based on the case…
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ERIC Educational Resources Information Center
Berney, Tomi D.; Friedman, Grace Ibanez
Three New York City public school projects funded by the New York State Education Department's Bureau of Bilingual Education had the common goal of improving the quality of instruction in schools that the state's Comprehensive Assessment Report (CAR) had designated as needing special assistance for raising low student performance levels. The…
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ERIC Educational Resources Information Center
Shen, Jianping; Washington, Alandra L.; Bierlein Palmer, Louann; Xia, Jiangang
2014-01-01
The authors examined parental involvement's (PI) impact on school performance. The hierarchical linear modeling method was applied to national Schools and Staffing Survey 2007-2008 data. They found that PI variables explained significant variance for the outcomes of (a) meeting adequate yearly progress (AYP) and (b) being free from sanctions. The…
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ERIC Educational Resources Information Center
Dupper, David R.; Rocha, Cynthia; Jackson, Rebecca F.; Lodato, Gayle A.
2014-01-01
National and state surveys over the past several decades have concluded that school social workers, despite an awareness of and training in macro level practice strategies, are highly individualistic in their practice focus. Although clinical skills are necessary, they are insufficient for effective school social work practice in the 21st century.…
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ERIC Educational Resources Information Center
Thompson, Terry J.; Gould, Karen J.
2005-01-01
In recent years the Metropolitan School District of Wayne Township in Indianapolis has been awash in data. In attempts to improve levels of student achievement, the authors collected all manner of statistical details about students and schools and attempted to perform data analysis as part of the school improvement process. The authors were never…
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Evaluation of some physical hazards which may affect health in primary schools.
Bakır, Bilal; Babayiğit, Mustafa Alparslan; Tekbaş, Ömer Faruk; Oğur, Recai; Kılıç, Abdullah; Ulus, Serdar
2014-09-01
This study was performed with the objective to determine the levels of some physical hazards in primary schools. This study is a cross-sectional field survey. In this study which was conducted in 31 primary schools selected by appropriate sampling from the district of Keçiören of the province of Ankara, measurements related with temperature, light, electromagnetic field (EMF) and noise levels were done at hundreds of points. Approval was obtained from Gülhane Military Medical Faculty Ethics Committee (2007/97). Only 47.1% of the classes had a temperature value within the recommended limits (20-21°C). It was found that the illumination levels in 96.8% of the schools were above the standard values. However, the levels of illumination were found to be statistically significantly decreased towards the door and the back line (p<0.05). It was found that electromagnetic field levels were significantly higher in the schools who had a source of electromagnetic field nearby compared to the schools who did not have such a source nearby (p<0.001). It was found that the electromagnetic field levels in computer classes were statistically significantly higher compared to the other classes (p<0.001). Noise levels were found to be statistically significantly higher in classes which had 35 and more students (p<0.05). No statistically significant difference was found in schools near intensive vehicle traffic in terms of noise levels (62.8±5.0 (n=72), 62.0±6.4 (n=79), respectively, p>0.05). It was found that primary schools in the region of Keçiören had aspects which had to be improved in terms of building age, building location, brightness, electromagnetic field and noise levels. School health programs directed to improve negative enviromental factors should be developed.
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Cubo, Esther; Trejo, José; Ausín, Vanesa; Sáez, Sara; Delgado, Vanesa; Macarrón, Jesus; Cordero, José; Louis, Elan D; Kompoliti, Katie; Benito-León, Julián
2013-07-01
To analyze the association between tic disorders and poor academic performance in school-aged children. This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables. The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P < .0001), television viewing (OR, 5.33; P = .04), attention deficit hyperactivity disorder (OR, 1.38; P < .0001), and family history of school dysfunction (OR, 2.43; P = .02) and was negatively associated with higher IQ score (OR, 0.90; P < .0001) and tic disorders (OR, 0.29; P = .01). After adjusting for other covariates, the presence of tic disorders was not associated with poor academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance. Copyright © 2013 Mosby, Inc. All rights reserved.
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Characteristics of school-based health services associated with students' mental health.
Denny, Simon; Howie, Hamish; Grant, Sue; Galbreath, Ross; Utter, Jennifer; Fleming, Theresa; Clark, Terryann
2018-01-01
Objective School-based health services (SBHS) have been shown to improve access to mental health services but the evidence of their effectiveness on students' mental health is lacking. Our objective was to examine associations between variation in the provision of SBHS and students' mental health. Methods A cross-sectional analysis of a nationally representative health and well-being survey of 8500 New Zealand high school students conducted in March-November 2012. Students' mental health is related to data on school health services obtained from clinic leaders and clinicians from 90 participating high schools. Results After adjustment for socio-demographic differences in students between schools, increasing levels of services were associated with progressively lower levels of student-reported depressive symptoms (p = 0.002), emotional and behavioural difficulties (p = 0.004) and suicidality (p = 0.008). Services with greater levels of nursing hours (p = 0.02) and those that performed routine, comprehensive psychosocial assessments (p = 0.01) were both associated with lower levels of student-reported depressive symptoms. Greater levels of nursing hours and doctor hours were associated with lower self-reported suicidality among students. Conclusions Although a causal association between school-based health services and students' mental health cannot be demonstrated, these findings support the benefit of such services and the need for a cluster randomized trial.
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Low aerobic fitness and obesity are associated with lower standardized test scores in children.
Roberts, Christian K; Freed, Benjamin; McCarthy, William J
2010-05-01
To investigate whether aerobic fitness and obesity in school children are associated with standardized test performance. Ethnically diverse (n = 1989) 5th, 7th, and 9th graders attending California schools comprised the sample. Aerobic fitness was determined by a 1-mile run/walk test; body mass index (BMI) was obtained from state-mandated measurements. California standardized test scores were obtained from the school district. Students whose mile run/walk times exceeded California Fitnessgram standards or whose BMI exceeded Centers for Disease Control sex- and age-specific body weight standards scored lower on California standardized math, reading, and language tests than students with desirable BMI status or fitness level, even after controlling for parent education among other covariates. Ethnic differences in standardized test scores were consistent with ethnic differences in obesity status and aerobic fitness. BMI-for-age was no longer a significant multivariate predictor when covariates included fitness level. Low aerobic fitness is common among youth and varies among ethnic groups, and aerobic fitness level predicts performance on standardized tests across ethnic groups. More research is needed to uncover the physiological mechanisms by which aerobic fitness may contribute to performance on standardized academic tests.
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Impact of Educational Level on Performance on Auditory Processing Tests.
Murphy, Cristina F B; Rabelo, Camila M; Silagi, Marcela L; Mansur, Letícia L; Schochat, Eliane
2016-01-01
Research has demonstrated that a higher level of education is associated with better performance on cognitive tests among middle-aged and elderly people. However, the effects of education on auditory processing skills have not yet been evaluated. Previous demonstrations of sensory-cognitive interactions in the aging process indicate the potential importance of this topic. Therefore, the primary purpose of this study was to investigate the performance of middle-aged and elderly people with different levels of formal education on auditory processing tests. A total of 177 adults with no evidence of cognitive, psychological or neurological conditions took part in the research. The participants completed a series of auditory assessments, including dichotic digit, frequency pattern and speech-in-noise tests. A working memory test was also performed to investigate the extent to which auditory processing and cognitive performance were associated. The results demonstrated positive but weak correlations between years of schooling and performance on all of the tests applied. The factor "years of schooling" was also one of the best predictors of frequency pattern and speech-in-noise test performance. Additionally, performance on the working memory, frequency pattern and dichotic digit tests was also correlated, suggesting that the influence of educational level on auditory processing performance might be associated with the cognitive demand of the auditory processing tests rather than auditory sensory aspects itself. Longitudinal research is required to investigate the causal relationship between educational level and auditory processing skills.
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Flay, B R; Allred, C G; Ordway, N
2001-06-01
This paper reports on the effectiveness of an integrated comprehensive school model for character development, problem behavior prevention, and academic achievement enhancement. The Positive Action program consists of a school curriculum, together with schoolwide climate, family, and community components. As evaluated here, the yearly K-6 curriculum consists of over 140 fifteen-to-twenty-minute lessons per year delivered in school classrooms on an almost daily basis. The program is based on theories of self-concept, learning, behavior, and school ecology. We use a matched control design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in two separate school districts. The program improved achievement by 16% in one district and 52% in another, and reduced disciplinary referrals by 78% in one district and 85% in the other. We discuss implications of these replicated findings for the prevention of substance abuse and violence, the improvement of school performance, and the reform of American schools.
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The Benefits of Improving Indoor Environmental Quality
ERIC Educational Resources Information Center
Lamping, Jerry
2012-01-01
As school funding levels nationwide continue to plummet amid public demands for increased student performance, an expanding body of research in the field of indoor environmental quality (IEQ) is providing greater statistical validity about the relationship between environmental conditions in school facilities and student achievement. Since the…
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An Examination of Principal Job Satisfaction
ERIC Educational Resources Information Center
Pengilly, Michelle M.
2010-01-01
As education continues to succumb to deficits in budgets and increasingly high levels of student performance to meet the federal and state mandates, the quest to sustain and retain successful principals is imperative. The National Association of School Boards (1999) portrays effective principals as "linchpins" of school improvement and…
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Examining the Factors Contributing to Students' Life Satisfaction
ERIC Educational Resources Information Center
Dogan, Ugur; Celik, Eyup
2014-01-01
In this study, the authors examined the relationship between students' life satisfaction, school engagement, and confidence in the classroom. An analysis was performed of how students' life satisfaction differs according to their housing, school type, and classroom level. The multidimensional student satisfaction scale, confidence scale in the…
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Robison, Oonagh; Kearns, Ade; Gray, Linsay; Bond, Lyndal; Henderson, Marion
2016-05-03
This article considers mixed community strategies, enacted through planning and regeneration policies, as a policy approach to the improvement of educational outcomes in schools. Analysis is undertaken of educational outcomes across secondary schools in Glasgow. The level of owner occupation in the catchment is positively associated with both examination results at S4 and positive destinations post-school, particularly at the more deprived end of the school spectrum. The results suggest that tenure mix may be both directly and indirectly related to school performance, with neighbourhood context effects not being entirely mediated through the school context.
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Mental health and academic achievement: role of school nurses.
Puskar, Kathryn Rose; Bernardo, Lisa Marie
2007-10-01
This article discusses how school nurses promote mental health and subsequent academic achievement by screening and referral for children demonstrating mental health problems. Nursing interventions are discussed at the individual, systems, and community levels. Mental health problems can affect school performance and academic achievement. When mental health problems are not recognized, students may be unable to reach their academic potential. School nurses are in a key position to provide interventions to address mental health and academic achievement. The role of school nurses and examples of mental health collaborative activities are provided.
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Richmond, Tracy K; Hayward, Rodney A; Gahagan, Sheila; Field, Alison E; Heisler, Michele
2006-06-01
Our goal was to determine if racial/ethnic disparities in adolescent boys' and girls' physical activity participation exist and persist once the school attended is considered. We performed a cross-sectional analysis of 17,007 teens in the National Longitudinal Study of Adolescent Health. Using multivariate linear regression, we examined the association between adolescent self-reported physical activity and individual race/ethnicity stratified by gender, controlling for a wide range of sociodemographic, attitudinal, behavioral, and health factors. We used multilevel analyses to determine if the relationship between race/ethnicity and physical activity varied by the school attended. Participants attended racially segregated schools; approximately 80% of Hispanic and black adolescent boys and girls attended schools with student populations that were <66% white, whereas nearly 40% of the white adolescents attended schools that were >94% white. Black and Hispanic adolescent girls reported lower levels of physical activity than white adolescent girls. There were more similar levels of physical activity reported in adolescent boys, with black boys reporting slightly more activities. Although black and Hispanic adolescent girls were more likely to attend poorer schools with overall lower levels of physical activity in girls; there was no difference within schools between black, white, and Hispanic adolescent girls' physical activity levels. Within the same schools, both black and Hispanic adolescent boys had higher rates of physical activity when compared with white adolescent boys. In this nationally representative sample, lower physical activity levels in Hispanic and black adolescent girls were largely attributable to the schools they attended. In contrast, black and Hispanic males had higher activity levels than white males when attending the same schools. Future research is needed to determine the mechanisms through which school environments contribute to racial/ethnic disparities in adolescent physical activity and will need to consider gender differences in these racial/ethnic disparities.
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Zarb, J M
1984-01-01
Three groups of Grades 9-10 adolescents were compared across a combination of self-perception and school performance variables (past and present). The three groups studied were (1) students in remedial math and English classes (Remedials), (2) unsuccessful regular-stream students failing three or more subjects (Failures), and (3) successful regular-stream students failing no more than one course (Controls). The sample of 96 students was predominantly female, and subjects were enrolled in a general nonuniversity preparatory program at a commercial high school in an inner-city working-class district. Five sets of measures were used: Self-Perception Measures (Peer, Family, and Academic Self-Concept scales, as well as self-report measures of Study Habits and Educational Aspirations), Current, Past and Follow-up School Performance Measures (academic and nonacademic), and Attribution Measures (student and teacher attributions of reason for failure). Results indicated significant differences between the three groups on several variables. Compared with the Controls, both Remedials and Failures had lower Academic Self-Concepts and lower Reading Levels, but only the Remedials had significantly lower levels of Intellectual Functioning, in addition to lower Math Achievement Levels than the Controls. The Failure group was significantly lower than the other two groups on Family Self-Concept, Attendance, and Overall Grade Percentage (both at the initial and follow-up periods), and they had records showing a higher frequency of elementary school Behavior Problems. Thus it was suggested that school failure was related to emotional difficulties to a significantly greater degree for the Failure group as compared to the Remedial group, which was characterized by more straightforward academic and intellectual deficits. Finally, Failures and Remedials and their teachers tended to attribute the student's failure in particular courses fairly equally to either the student's difficulty in grasping the subject matter, or to insufficient effort, whereas those Controls who were failing a course tended to blame their failure on "Teacher Problems."
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ERIC Educational Resources Information Center
Barik, Henri C.; Swain, Merrill
The school performance of pupils in grades 2-4 of the French immersion program in operation in the Ottawa-Carleton public schools is evaluated in comparison with the performance of those in the regular English program. The results indicate that by the end of grade 2, pupils in the immersion program show the same level of cognitive development as…
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2008-03-01
NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release; distribution is unlimited REDUCING THE...FUNDING NUMBERS 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Naval Postgraduate School Monterey, CA 93943-5000 8. PERFORMING ORGANIZATION...relationships. While leaders did not demonstrate a high level of concern regarding the threat of a local terrorist act occurring in the next five years
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ESL Placement and Schools: Effects on Immigrant Achievement.
Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra; Frisco, Michelle
2009-05-01
In this study, the authors explore English as a Second Language (ESL) placement as a measure of how schools label and process immigrant students. Using propensity score matching and data from the Adolescent Health and Academic Achievement Study and the National Longitudinal Study of Adolescent Health, the authors estimate the effect of ESL placement on immigrant achievement. In schools with more immigrant students, the authors find that ESL placement results in higher levels of academic performance; in schools with few immigrant students, the effect reverses. This is not to suggest a one-size-fits-all policy; many immigrant students, regardless of school composition, generational status, or ESL placement, struggle to achieve at levels sufficient for acceptance to a 4-year university. This study offers several factors to be taken into consideration as schools develop policies and practices to provide immigrant students opportunities to learn.
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Chau, Kénora; Kabuth, Bernard; Causin-Brice, Odile; Delacour, Yves; Richoux-Picard, Catherine; Verdin, Monique; Armand, Isabelle; Chau, Nearkasen
2016-10-30
Health-related problems and risky behaviours (substance use) are frequent in adolescents, may alter their physical and mental capabilities, and may thus generate school absenteeism, low academic performance, and school dropout ideation. This study assessed their associations and the contribution of socioeconomic factors among 1559 middle-school adolescents (mean age 13.5+1.3) from north-eastern France. They completed a questionnaire including socioeconomic characteristics, health-related problems (poor physical health, psychological health, social relationships, and living environment) assessed with the World Health Organization's quality of life measure (score<25th percentile), risky behaviours, school absences during the present school year, last-trimester academic performance, and school dropout ideation. Data were analysed using logistic regression models. School absenteeism was frequent (12.6% of subjects for 8-14 days, and 6.0% for ≥15 days); 8.2% of subjects had low academic performance (average school-mark <10/20) and 3.9% school dropout ideation. All school difficulties were strongly associated with all health-related problems (gender-age-school-level-adjusted odds ratios gasOR between 1.5 and 4.2), and with risky behaviours (gasOR between 1.4 and 14). Socioeconomic factors differently contributed to these associations (contribution reaching 77%). Policy makers, schools, physicians and parents should be more aware of the problems and help adolescents to reduce health-related problems and risky behaviours and to increase resilience. Copyright © 2016 Elsevier Ltd. All rights reserved.
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School profiles of at-risk student concentration: Differential growth in oral reading fluency
Logan, Jessica A.R.; Petscher, Yaacov
2010-01-01
The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability. PMID:20159224
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The impact of childhood malnutrition on schooling: evidence from Bangladesh.
Khanam, Rasheda; Nghiem, Hong Son; Rahman, Mohammad Mafizur
2011-07-01
This paper examines the impact of childhood malnutrition on schooling performance in rural Bangladesh. The results reveal that malnourished children are less likely to enrol in school on time and achieve an age-appropriate grade by 26 percentage points and 31 percentage points, respectively. Other important determinants of schooling outcomes include infrastructure and education level of parents. One major contribution of this paper is the control for the endogeneity of malnutrition status, which otherwise might lead to bias estimates. © Cambridge University Press, 2011
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ERIC Educational Resources Information Center
Williams, Trish; Perry, Mary; Oregon, Isabel; Brazil, Noli; Hakuta, Kenji; Haertel, Edward; Kirst, Michael; Levin, Jesse
2007-01-01
In spring 2006 California released its first ever school-level Academic Performance Index (API) scores for English Learners (ELs). These EL-API scores were based on California Standards Tests taken in the spring of 2005, and make it possible to identify how well schools were doing with this student population. It is not unexpected that elementary…
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Tree cover and species composition effects on academic performance of primary school students.
Sivarajah, Sivajanani; Smith, Sandy M; Thomas, Sean C
2018-01-01
Human exposure to green space and vegetation is widely recognized to result in physical and mental health benefits; however, to date, the specific effects of tree cover, diversity, and species composition on student academic performance have not been investigated. We compiled standardized performance scores in Grades 3 and 6 for the collective student body in 387 schools across the Toronto District School Board (TDSB), and examined variation in relation to tree cover, tree diversity, and tree species composition based on comprehensive inventories of trees on school properties combined with aerial-photo-based assessments of tree cover. Analyses accounted for variation due to socioeconomic factors using the learning opportunity index (LOI), a regional composite index of external challenges to learning that incorporates income and other factors, such as students with English as a second language. As expected, LOI had the greatest influence on student academic performance; however, the proportion of tree cover, as distinct from other types of "green space" such as grass, was found to be a significant positive predictor of student performance, accounting for 13% of the variance explained in a statistical model predicting mean student performance assessments. The effects of tree cover and species composition were most pronounced in schools that showed the highest level of external challenges, suggesting the importance of urban forestry investments in these schools.
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Tree cover and species composition effects on academic performance of primary school students
Smith, Sandy M.; Thomas, Sean C.
2018-01-01
Human exposure to green space and vegetation is widely recognized to result in physical and mental health benefits; however, to date, the specific effects of tree cover, diversity, and species composition on student academic performance have not been investigated. We compiled standardized performance scores in Grades 3 and 6 for the collective student body in 387 schools across the Toronto District School Board (TDSB), and examined variation in relation to tree cover, tree diversity, and tree species composition based on comprehensive inventories of trees on school properties combined with aerial-photo-based assessments of tree cover. Analyses accounted for variation due to socioeconomic factors using the learning opportunity index (LOI), a regional composite index of external challenges to learning that incorporates income and other factors, such as students with English as a second language. As expected, LOI had the greatest influence on student academic performance; however, the proportion of tree cover, as distinct from other types of “green space” such as grass, was found to be a significant positive predictor of student performance, accounting for 13% of the variance explained in a statistical model predicting mean student performance assessments. The effects of tree cover and species composition were most pronounced in schools that showed the highest level of external challenges, suggesting the importance of urban forestry investments in these schools. PMID:29474503
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Indoor Radon Exposure in Italian Schools
Castiglia, Paolo; Piana, Andrea; Salis, Giovanni
2018-01-01
Background: The aim of the study was to assess radon concentration in schoolrooms in a city located in the midwest of Italy. Methods: A two-phase environmental study was carried out in 19 school buildings of 16 primary, secondary, and tertiary schools. Results: Median (interquartile range—IQR) indoor radon concentration in schoolrooms was 91.6 (45.0–140.3) Bq/m3. The highest (median 952.8 Bq/m3) radon concentration was found in one (3.6%) classroom, located in a building of a primary school whose median concentration was 185 Bq/m3. Radon concentration was significantly correlated with the number of students and teachers, foundation wall construction material, and with the absence of underground floors. A geopedological survey was performed close to the building with highest radon level, showing the presence of granite and tonalithic granodiorite in the soil. Conclusions: Radon levels should be routinely assessed where individuals live or work. Schools are susceptible targets, because of childhood stay and the long daily stay of occupants. Low-cost interventions, such as implementation of natural air ventilation and school maintenance, can reduce radon levels, limiting individual exposure. PMID:29652857
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Leondari, Angeliki; Gonida, Eleftheria
2007-09-01
Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. Participants were 702 upper elementary, junior and senior high school students with approximately equal numbers of girls and boys. There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping.
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Adolescents and Steroids: A User Perspective.
ERIC Educational Resources Information Center
Office of Inspector General (DHHS), Washington, DC.
Anabolic-androgenic steroids ("steroids") are synthetic derivatives of the natural male hormone testosterone. They were first used non-medically by elite athletes seeking to improve performance. More recently, however, steroid use has filtered down to high school and junior high school levels. The purpose of this study was to describe…
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Review of "Charter School Autonomy: A Half-Broken Promise"
ERIC Educational Resources Information Center
Gulosino, Charisse
2010-01-01
This report concludes that autonomy is a prerequisite for innovative and effective charter schools to emerge. Especially important is freedom from external bureaucratic control. Yet there is nothing in this report that addresses levels of autonomy in relationship to financial performance, resource allocation practices, academic results, and other…
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The Influence of Local Politics on Educational Decisions
ERIC Educational Resources Information Center
Bigham, Gary; Ray, Jan
2012-01-01
This ex post facto, causal-comparative research study examined student reading performance data within a school district before and after a school district-wide decision to alter the reading curriculum in response to local political pressure from parents. Data analysis revealed that test scores dropped to a significantly lower level, especially…
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Importing a Culture of Success Via a Strong Principal.
ERIC Educational Resources Information Center
Reavis, Charles A.; Vinson, David; Fox, Richard
1999-01-01
Examines how a new principal at a historically low-performing high school brought about changes in the school culture and in student achievement. Describes how the principal emphasized achievement at the highest levels through heroes and heroines, rites and rituals, stories, governance and leadership, symbols, enforcing expectations, and serving…
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Mechanics. Secondary Schools. Curriculum Guide.
ERIC Educational Resources Information Center
Trust Territory of the Pacific Islands Dept. of Education, Saipan.
This document, a curriculum guide for auto mechanics for secondary students, is one of six guides developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective…
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Agriculture: Horticulture. Secondary Schools. Curriculum Guide.
ERIC Educational Resources Information Center
Trust Territory of the Pacific Islands Dept. of Education, Saipan.
This agricultural curriculum guide on horticulture for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery…
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Entrepreneurship and Adolescents
ERIC Educational Resources Information Center
Santana Vega, Lidia E.; González-Morales, Olga; Feliciano García, Luis
2016-01-01
This work studied the entrepreneurial aspirations of 3,987 adolescents regarding self-employment and the influence of gender, age, nationality, type of school, location of the school, educational level and performance. The Logit model is used to analyze the data. The results indicate that the pupils' aspirations to be self-employed increase in the…
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ERIC Educational Resources Information Center
Allen, Rodney F., Ed.; Farmer, Richard
Middle school energy skills (Enerskills) and activities (Eneractivities) are provided in seven sections. Areas addressed include: (1) locating energy information using telephone books, dictionaries, card catalogs, and readers' guides; (2) writing letters for energy information; (3) energy and food (food intake/human performance, calories/energy);…
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Construction: Masonry. Secondary Schools. Curriculum Guide.
ERIC Educational Resources Information Center
Trust Territory of the Pacific Islands Dept. of Education, Saipan.
This construction curriculum guide on masonry for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of…
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The Correlation of Multiple Intelligences for the Achievements of Secondary Students
ERIC Educational Resources Information Center
Ahvan, Yaghoob Raissi; Pour, Hossein Zainali
2016-01-01
The present study attempts to investigate the relationship between the multiple intelligences and the academic performance achievement levels of high school students based on Gardner's multiple intelligences theory. This was a descriptive correlation study. To accomplish this purpose, 270 students of high school of Bandar Abbas selected by…
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ERIC Educational Resources Information Center
Wally, Laura M.; Levinger, Nancy E.; Grainger, David W.
2005-01-01
A chemistry outreach program to enthuse students of elementary school levels through employing popular children's literature Harry Potter is presented. The outreach activity performance found the students discovering new skills, learning more about science, and participating enthusiastically in the program without any added incentive from their…
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Maintenance of Mechanical Equipment in Minnesota Schools, 1968 Survey.
ERIC Educational Resources Information Center
Larson, R. E.; Rust, L. W.
Results of a one-year research program to study maintenance procedures for operating mechanical equipment were based on the determination of--(1) the present condition and level of performance of operating mechanical equipment, (2) the problems encountered by school administrators and custodial engineers pertaining to operating mechanical…
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Students' Motivation toward Computer-Based Language Learning
ERIC Educational Resources Information Center
Genc, Gulten; Aydin, Selami
2011-01-01
The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses…
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Schooling Quality in Eastern Europe: Educational Production during Transition
ERIC Educational Resources Information Center
Ammermuller, A.; Heijke, H.; Woszmann, L.
2005-01-01
This paper uses student-level Third International Mathematics and Science Study (TIMSS) data to analyze the determinants of schooling quality for seven Eastern European transition countries by estimating educational production functions. The results show substantial effects of student background on educational performance and a much lower impact…
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Electricity: Residential Wiring. Secondary Schools. Curriculum Guide.
ERIC Educational Resources Information Center
Trust Territory of the Pacific Islands Dept. of Education, Saipan.
This curriculum guide on residential wiring for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of…
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Expository Language Skills of Young School-Age Children
ERIC Educational Resources Information Center
Westerveld, Marleen F.; Moran, Catherine A.
2011-01-01
Purpose: This research investigated the expository language skills of young school-age children with the ultimate aim of obtaining normative data for clinical practice. Specifically, this study examined (a) the level of expository language performance of 6- and 7-year-old children with typical development and (b) age-related differences between…
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Administrators' Perceptions Regarding the Effectiveness of the Teacher Observation Evaluation System
ERIC Educational Resources Information Center
Williams, Kathleen Riley
2015-01-01
This phenomenological narrative study was designed to explore public school administrators' perceptions regarding Louisiana's Compass teacher observation evaluation system as a method for assessing teacher performance. Participants were administrators with at least two years of experience as a public school administrator at the secondary level,…
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Every Kid a Winner: Accountability in Education.
ERIC Educational Resources Information Center
Lessinger, Leon M.
One of the originators of performance contracting explains how school districts can use that concept to attack difficult educational problems and meet the increasing demand that schools be held accountable for their educational product. The author argues that what he calls "educational engineering" will guarantee a basic level of achievement in…
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ERIC Educational Resources Information Center
Spitzer, Greg; Ogurek, Douglas J.
2009-01-01
Performing-arts centers can provide benefits at the high school and collegiate levels, and administrators can take steps now to get the show started. When a new performing-arts center comes to town, local businesses profit. Events and performances draw visitors to the community. Ideally, a performing-arts center will play many roles: entertainment…
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Research performance of AACSB accredited institutions in Taiwan: before versus after accreditation.
Ke, Shih-Wen; Lin, Wei-Chao; Tsai, Chih-Fong
2016-01-01
More and more universities are receiving accreditation from the Association to Advance Collegiate Schools of Business (AACSB), which is an international association for promoting quality teaching and learning at business schools. To be accredited, the schools are required to meet a number of standards ensuring that certain levels of teaching quality and students' learning are met. However, there are a variety of points of view espoused in the literature regarding the relationship between research and teaching, some studies have demonstrated that research and teaching these are complementary elements of learning, but others disagree with these findings. Unlike past such studies, we focus on analyzing the research performance of accredited schools during the period prior to and after receiving accreditation. The objective is to answer the question as to whether performance has been improved by comparing the same school's performance before and after accreditation. In this study, four AACSB accredited universities in Taiwan are analyzed, including one teaching oriented and three research oriented universities. Research performance is evaluated by comparing seven citation statistics, the number of papers published, number of citations, average number of citations per paper, average citations per year, h-index (annual), h-index, and g-index. The analysis results show that business schools demonstrated enhanced research performance after AACSB accreditation, but in most accredited schools the proportion of faculty members not actively doing research is larger than active ones. This study shows that the AACSB accreditation has a positive impact on research performance. The findings can be used as a reference for current non-accredited schools whose research goals are to improve their research productivity and quality.
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Influence of school environments on childhood obesity in California.
Ortega Hinojosa, Alberto M; MacLeod, Kara E; Balmes, John; Jerrett, Michael
2018-06-05
To conduct a state-wide examination of public schools and the school neighborhood as potential targets for environmental public health tracking to address childhood obesity. We examined the relationship of social and physical environmental attributes of the school environment (within school and neighborhood) and childhood obesity in California with machine learning (Random Forest) and multilevel methods. We used data compiled from the California Department of Education, the U.S. Geological Survey, ESRI's Business Analyst, the U.S. Census, and other public sources for ecologic level variables for various years and assessed their relative importance to obesity as determined from the statewide Physical Fitness Test 2003 through 2007 for grades 5, 7, and 9 (n = 5,265,265). In addition to individual-level race and gender, the following within and school neighborhood variables ranked as the most important model contributors based on the Random Forest analysis and were included in multilevel regressions clustered on the county. Violent crime, English learners, socioeconomic disadvantage, fewer physical education (PE) and fully credentialed teachers, and diversity index were positively associated with obesity while academic performance index, PE participation, mean educational attainment and per capita income were negatively associated with obesity. The most highly ranked built or physical environment variables were distance to the nearest highway and greenness, which were 10th and 11th most important, respectively. Many states in the U.S. do not have school-based surveillance programs that collect body mass index data. System-level determinants of obesity can be important for tracking and intervention. The results of these analyses suggest that the school social environment factors may be especially important. Disadvantaged and low academic performing schools have a higher risk for obesity. Supporting such schools in a targeted way may be an efficient way to intervene and could impact both health and academic outcomes. Some of the more important variables, such as having credentialed teachers and participating in PE, are modifiable risk factors. Copyright © 2018. Published by Elsevier Inc.
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Assessment of Teaching Performance of Student-Teachers on Teaching Practice
ERIC Educational Resources Information Center
Oluwatayo, James Ayodele; Adebule, Samuel Olufemi
2012-01-01
The study assessed teaching performance of 222 student-teachers from the Faculty of Education, Ekiti State University, posted to various secondary schools in Ekiti State for a six-week teaching practice during 2010/2011 academic session. The sample included 119 males, 103 females, 78 (300-Level) and 144 (400-Level) students. Data were collected…
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ERIC Educational Resources Information Center
Shibru, Sintayehu; Bibiso, Mesfin; Ousman, Kedir
2017-01-01
The purpose of this study was to investigate the relationship between middle level managers' quality of leadership and good governance, and organization performance of Wolaita Sodo University. The study employed descriptive survey method and used quantitative approach. College/school Deans, Department heads and Coordinators were source of data.…
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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.
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Academic well-being and smoking among 14- to 17-year-old schoolchildren in six European cities.
Kinnunen, Jaana M; Lindfors, Pirjo; Rimpelä, Arja; Salmela-Aro, Katariina; Rathmann, Katharina; Perelman, Julian; Federico, Bruno; Richter, Matthias; Kunst, Anton E; Lorant, Vincent
2016-07-01
It is well established that poor academic performance is related to smoking, but the association between academic well-being and smoking is less known. We measured academic well-being by school burnout and schoolwork engagement and studied their associations with smoking among 14- to 17-year-old schoolchildren in Belgium, Germany, Finland, Italy, the Netherlands, and Portugal. A classroom survey (2013 SILNE survey, N = 11,015) was conducted using the Short School Burnout Inventory and the Schoolwork Engagement Inventory. Logistic regression, generalized linear mixed models, and ANOVA were used. Low schoolwork engagement and high school burnout increased the odds for daily smoking in all countries. Academic performance was correlated with school burnout and schoolwork engagement, and adjusting for it slightly decreased the odds for smoking. Adjusting for socioeconomic factors and school level had little effect. Although high school burnout and low schoolwork engagement correlate with low academic performance, they are mutually independent risk factors for smoking. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.
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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.
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Academic performance in adolescents with delayed sleep phase.
Sivertsen, Børge; Glozier, Nick; Harvey, Allison G; Hysing, Mari
2015-09-01
Delayed sleep phase (DSP) in adolescence has been linked to reduced academic performance, but there are few population-based studies examining this association using validated sleep measures and objective outcomes. The youth@hordaland-survey, a large population-based study from Norway conducted in 2012, surveyed 8347 high-school students aged 16-19 years (54% girls). DSP was assessed by self-report sleep measures, and it was operationalized according to the International Classification of Sleep Disorders - Second Edition. School performance (grade point average, GPA) was obtained from official administrative registries, and it was linked individually to health data. DSP was associated with increased odds for poor school performance. After adjusting for age and gender, DSP was associated with a threefold increased odds of poor GPA (lowest quartile) [odds ratio (OR) = 2.95; 95% confidence interval (CI): 2.03-4.30], and adjustment for sociodemographics and lifestyle factors did not, or only slightly, attenuate this association. Adjustment for nonattendance at school reduced the association substantially, and in the fully adjusted model, the effect of DSP on poor academic performance was reduced to a non-significant level. Mediation analyses confirmed both direct and significant indirect effects of DSP on school performance based on school absence, daytime sleepiness, and sleep duration. Poor academic performance may reflect an independent effect of underlying circadian disruption, which in part could be mediated by school attendance, as well as daytime sleepiness and short sleep duration. This suggests that careful assessment of sleep is warranted in addressing educational difficulties. Copyright © 2015 Elsevier B.V. All rights reserved.
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Piccolo, Luciane da Rosa; Salles, Jerusa Fumagalli de; Falceto, Olga Garcia; Fernandes, Carmen Luiza; Grassi-Oliveira, Rodrigo
2016-01-01
According to the literature, children's overall reactivity to stress is associated with their socioeconomic status and family environment. In turn, it has been shown that reactivity to stress is associated with cognitive performance. However, few studies have systematically tested these three constructs together. To investigate the relationship between family environment, salivary cortisol measurements and children's memory and executive function performance. Salivary cortisol levels of 70 children aged 9 or 10 years were measured before and after performing tasks designed to assess memory and executive functions. Questionnaires on socioeconomic issues, family environment and maternal psychopathologies were administered to participants' families during the children's early childhood and again when they reached school age. Data were analyzed by calculating correlations between variables and conducting hierarchical regression. High cortisol levels were associated with poorer working memory and worse performance in tasks involving executive functions, and were also associated with high scores for maternal psychopathology (during early childhood and school age) and family dysfunction. Family environment variables and changes in cortisol levels explain around 20% of the variance in performance of cognitive tasks. Family functioning and maternal psychopathology in early and middle childhood and children's stress levels were associated with children's working memory and executive functioning.
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Sigmundova, Dagmar; Sirucek, Jan
2016-01-01
Background Organized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family. Methods The sample concerned 10,483 adolescents (49.2% boys) aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes. Results Participation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI) 1.17–1.54) for lower school-related stress to 1.97 (95% CI 1.73–2.25) for above-average academic achievement. OLTA participants were also more likely to have a non-familial person to help them with schoolwork, though this association was weaker in 15-year-olds. Conclusion Youth involvement in OLTA is linked to general better school performance and attachment to school. Adolescents participating in more activities at the same time have the best school performance. PMID:27073841
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Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang
2017-01-01
The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in flexibility. Adolescents of both genders who participated in physical activity after school had significantly better body composition, cardiorespiratory endurance, and flexibility. Boys who participated in physical activity after school significantly differed in explosive power, whereas girls who participated in physical activity after school exhibited significantly better flexibility. Thus, the current study demonstrated that some factors, including urbanization (school location in rural or urban areas), school size, school facility provision (school with or without sports fields or gymnasiums), and after-school physical activity participation are more important than others in shaping adolescents’ physical fitness in Taiwan; meanwhile, these association patterns differed by gender. PMID:28098836
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Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C; Yao, Hsueh-Hua; Ho, Chien-Chang
2017-01-15
The relationship between students' school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents' physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in flexibility. Adolescents of both genders who participated in physical activity after school had significantly better body composition, cardiorespiratory endurance, and flexibility. Boys who participated in physical activity after school significantly differed in explosive power, whereas girls who participated in physical activity after school exhibited significantly better flexibility. Thus, the current study demonstrated that some factors, including urbanization (school location in rural or urban areas), school size, school facility provision (school with or without sports fields or gymnasiums), and after-school physical activity participation are more important than others in shaping adolescents' physical fitness in Taiwan; meanwhile, these association patterns differed by gender.
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Stroop performance, dissociation, and trauma exposure in a community sample of children.
DePrince, Anne P; Weinzierl, Kristin M; Combs, Melody D
2008-01-01
Extending previous research with adults, the current study examined Stroop task performance under selective and divided attention demands in a community sample of school-age children (N = 97). Stroop interference scores in both attention conditions were calculated. Higher levels of child-reported dissociation were associated with better interference control under divided attention conditions and worse control under selective attention conditions; lower levels of dissociation were associated with the opposite pattern. Both family violence exposure and Stroop interaction scores explained unique variance in dissociation scores. Although research with adults has generally assumed or implied that cognitive correlates of dissociation are a consequence of dissociation, the current findings with school-age children suggest that future research should evaluate executive function performance (in this case, interference control) as a possible risk factor for dissociation.
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Hsueh, JoAnn; Yoshikawa, Hirokazu
2007-05-01
Longitudinal data from the New Hope Project--an experimental evaluation of a work-based antipoverty program in Milwaukee, Wisconsin--was used to explore concurrent and lagged associations of nonstandard schedules and variable shifts with parental psychological well-being, regularity of family mealtimes, and child well-being among low-income families. Working a combination of variable shifts and nonstandard hours was associated concurrently with lower teacher-reported school performance and engagement and higher levels of externalizing behavior problems. Fixed nonstandard schedules were associated with lagged decreases in parent-reported school performance, whereas working variable shifts was associated with lagged increases in parent-reported school performance. Copyright (c) 2007 APA, all rights reserved.
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ERIC Educational Resources Information Center
Williamson, Jeff; Zimmerman, Diane
2009-01-01
In the Old Adobe Union School District in Petaluma, California, the school staff's goal is to assure that all teachers make the fundamental shift from teacher-centric to learner-centric thinking. For them, this is what distinguishes great teachers from good teachers. They believe this level of expertise takes years to develop and that schools play…
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Same-Sex Sexuality and Educational Attainment: The Pathway to College.
Pearson, Jennifer; Wilkinson, Lindsey
2017-01-01
Research finds lower levels of academic performance among sexual minority high school students, but some studies suggest sexual minorities have higher levels of educational attainment in adulthood. To further our understanding of how and why sexual orientation is associated with educational success, this study turns attention to the pathways to college completion, examining points along educational trajectories in which sexual minorities fall behind or surpass their heterosexual peers. Using data from the National Longitudinal Study of Adolescent to Adult Health, we find that sexual minority women are less likely than women with no same-sex sexuality to complete college, in part due to their high school performance and transition into college. Men who experience same-sex sexuality only in adolescence struggle in high school, but men who experience same-sex sexuality for the first time in adulthood are more likely to earn a college degree than men who do not experience same-sex sexuality.
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Franco, Maria da Glória; Beja, Maria J.; Candeias, Adelinda; Santos, Natalie
2017-01-01
This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. PMID:28861014
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The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement
NASA Astrophysics Data System (ADS)
Pruitt, Stephen L.; Wallace, Carolyn S.
2012-06-01
This study investigated the effectiveness of a southern state's department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state's high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science.
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Neurobehavioral effects of transportation noise in primary schoolchildren: a cross-sectional study
2010-01-01
Background Due to shortcomings in the design, no source-specific exposure-effect relations are as yet available describing the effects of noise on children's cognitive performance. This paper reports on a study investigating the effects of aircraft and road traffic noise exposure on the cognitive performance of primary schoolchildren in both the home and the school setting. Methods Participants were 553 children (age 9-11 years) attending 24 primary schools around Schiphol Amsterdam Airport. Cognitive performance was measured by the Neurobehavioral Evaluation System (NES), and a set of paper-and-pencil tests. Multilevel regression analyses were applied to estimate the association between noise exposure and cognitive performance, accounting for demographic and school related confounders. Results Effects of school noise exposure were observed in the more difficult parts of the Switching Attention Test (SAT): children attending schools with higher road or aircraft noise levels made significantly more errors. The correlational pattern and factor structure of the data indicate that the coherence between the neurobehavioral tests and paper-and-pencil tests is high. Conclusions Based on this study and previous scientific literature it can be concluded that performance on simple tasks is less susceptible to the effects of noise than performance on more complex tasks. PMID:20515466
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Kim, Yongjoo; Kawachi, Ichiro
2016-01-01
Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents' weight status estimation pattern among Korea adolescents. The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12-18 years. Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs.
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2016-01-01
Background Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents’ weight status estimation pattern among Korea adolescents. Objective The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12–18 years. Method Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. Results At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. Conclusions While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs. PMID:27144319
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ERIC Educational Resources Information Center
Scott, Paul; Moye, Mike
Developed to assist the building-level administrator in implementing a curriculum management system, this handbook considers two of five duties the vocational administrator must perform to meet the obligations of curriculum management: (1) performing curriculum management functions for the vocational program and (2) implementing and conducting an…
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Finell, E; Haverinen-Shaughnessy, U; Tolvanen, A; Laaksonen, S; Karvonen, S; Sund, R; Saaristo, V; Luopa, P; Ståhl, T; Putus, T; Pekkanen, J
2017-03-01
Subjective evaluation of Indoor Air Quality (subjective IAQ) reflects both building-related and psychosocial factors, but their associations have rarely been studied other than on the individual level in occupational settings and their interactions have not been assessed. Therefore, we studied whether schools' observed indoor air problems and psychosocial factors are associated with subjective IAQ and their potential interactions. The analysis was performed with a nationwide sample (N = 195 schools/26946 students) using multilevel modeling. Two datasets were merged: (i) survey data from students, including information on schools' psychosocial environment and subjective IAQ, and (ii) data from school principals, including information on observed indoor air problems. On the student level, school-related stress, poor teacher-student relationship, and whether the student did not easily receive help from school personnel, were significantly associated with poor subjective IAQ. On the school level, observed indoor air problem (standardized β = -0.43) and poor teacher-student relationship (standardized β = -0.22) were significant predictors of poor subjective IAQ. In addition, school-related stress was associated with poor subjective IAQ, but only in schools without observed indoor air problem (standardized β = -0.44). © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
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Adolescent physical activity predicts high education and socio-economic position in adulthood.
Koivusilta, Leena K; Nupponen, Heimo; Rimpelä, Arja H
2012-04-01
Based on the knowledge on beneficial effects of physical activity (PA) on health and fitness, we hypothesized that PA in adolescence is related to high education and socio-economic position (SEP) in adulthood. Improved school performance may mediate the hypothesized relationship. The Adolescent Health and Lifestyle Surveys (AHLS), collected biennially in 1981-89 (baseline) and representing 14- and 16-year-old Finns were individually linked with national registries of the highest educational level and SEP. Of the sample, 10 498 (78%) responded the surveys and were followed till the end of 2001 (age group of 28-38 years). Multinomial logistic regression analysis was used to study the associations between the outcomes (highest attained educational level, SEP) and PA (sports clubs, spontaneous, intensity). Participating in sports club or spontaneous PA and practicing with high intensity in adolescence were associated with higher educational levels and SEP in adulthood. Childhood socio-economic background only slightly influenced the associations and largely, PA predicted the outcomes independently of background. Particularly among girls, school performance partly accounted for the associations between PA and the highest educational level and the highest SEP. Participation in PA in adolescence and particularly its high intensity, predicts higher educational levels and SEP in early middle age. School performance to some degree mediates the impact of PA. PA behaviours in adolescence-or possibilities to participate in PA-are a potential mechanism in generating better health of higher socio-economic and educational groups in adult age.