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Descriptors:
High Schools; Grade Point Average; College Entrance Examinations; College Admission; Predictive Validity; Scores; Prediction; Academic Achievement; Higher Education; Correlation; Enrollment Management; Student Recruitment; Identification

Abstract:
Correlational evidence suggests that high school GPA is better than admission test scores in predicting first-year college GPA, although test scores have incremental predictive validity. The usefulness of a selection variable in making admission decisions depends in part on its predictive validity, but also on institutions' selectivity and definition of success. Analyses of data from 192 institutions suggest that high school GPA is more useful than admission test scores in situations involving low selectivity in admissions and minimal to average academic performance in college. In contrast, test scores are more useful than high school GPA in situations involving high selectivity and high academic performance. In nearly all contexts, test scores have incremental usefulness beyond high school GPA. Moreover, high school GPA by test score interactions are important in predicting academic success. (Contains 5 figures, 4 tables, and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Suburban Schools; High Schools; Block Scheduling; School Schedules; Discipline; Achievement Tests; Program Effectiveness; Academic Achievement; Attendance Patterns; Student Behavior; Comparative Analysis; Reading Tests; Mathematics Tests; Scores; Referral; Standardized Tests; Student Attitudes; Teacher Attitudes; Administrator Attitudes

Abstract:
The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions. The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban school district. The study used mixed methods. The quantitative data described, analyzed, and interpreted reading and math FCAT [Florida Comprehensive Achievement Test] scores, attendance rates, and discipline referrals from 2005-2010. A total of seven repeated ANOVAs were conducted to analyze the difference between the two schedule designs with respect to two achievement indicators; reading and math FCAT scores. The qualitative data offered a voice to administrators, teachers, and students, and was gathered through individual face-to-face, email, or phone interviews. The quantitative findings for the study yielded the following conclusions: (1) students experienced higher FCAT reading scores on the A/B block schedule than the traditional schedule; (2) students experienced higher FCAT math scores under the traditional schedule than the A/B block schedule; (3) attendance rates decreased for students under the A/B block schedule and increased for students under the traditional schedule; and (4) discipline referrals decreased at a higher rate for students under the traditional schedule than students under the A/B block schedule. The administrator, teacher, and student perceptions contributed to the following qualitative findings for the study: (1) block scheduling fosters extended learning sessions when properly planned; (2) with fewer transitions discipline issues decreased; (3) attendance was not affected by the block schedule; (4) block schedule allows for the implementation of various instructional strategies; and (5) transitioning from a traditional to a block schedule was thought to be difficult at first, but attainable, and would alleviate any feelings of being rushed. Four appendixes present: (1) Florida High School Report Card; (2) Interview Questions; (3) Participant Consent Form; and (4) Parental Permission Form. (Contains 22 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1052K)

Descriptors:
Academic Achievement; Academic Aptitude; Grade Point Average; Behavior Problems; Mental Health; Adolescents; Depression (Psychology); Delinquency; Correlation; Attention Deficit Disorders; Substance Abuse; High Schools; Educational Attainment

Abstract:
Prior research on the association of mental health and behavior problems with academic achievement is limited because it does not consider multiple problems simultaneously, take co-occurring problems into account, and control for academic aptitude. We addressed these limitations using data from the National Longitudinal Study of Adolescent Health (N = 6,315). We estimated the associations of depression, attention problems, delinquency, and substance use with two indicators of academic achievement (high school GPA and highest degree received) with controls for academic aptitude. Attention problems, delinquency, and substance use were significantly associated with diminished achievement, but depression was not. Combinations of problems involving substance use were especially consequential. Our results demonstrate that the social consequences of mental health problems are not the inevitable result of diminished functional ability but, rather, reflect negative social responses. These results also encourage a broader perspective on mental health by demonstrating that behavior problems heighten the negative consequences of more traditional forms of distress. (Contains 2 tables and 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Students; Locus of Control; College Students; Black Colleges; Academic Achievement; Violence; Environmental Influences; Institutional Characteristics; Whites; Correlation; Learning Theories; Posttraumatic Stress Disorder; Racial Relations; Social Support Groups; School Safety; Expectation; Grade Point Average; High Schools; Gender Differences

Abstract:
(Purpose) The purpose of this study was to examine the consequences of violence exposure (personal and community) on African American students at historically black colleges and universities (HBCUs) as well as those attending predominantly white institutions (PWIs). Further, this study sought to determine if violence exposure makes a difference in academic achievement above and beyond traditional variables that have been studied in the past. (Methodology) Two groups of African American college students were studied to address the question of whether there is a difference between the deleterious effects of violence on African American students attending HBCUs and those attending PWIs. Four theories were hypothesized; the theories alluded to a statistically significant relationship between early exposure to violence and the later academic achievement of African American students at HBCUs and the PWIs. The study also sought to determine if the two groups of students were impacted differently. (Results) Data indicate very strong/strong correlations between and among numerous variables. (Conclusions) Statistical analyses indicate that early exposure to violence, especially personal violence, plays a role in determining the student's locus of control. The student's locus of control then determines the fervor with which the student will engage in academic pursuits. (Recommendations) Professional development incorporating research based techniques that requires participants to think in innovative and creative ways is essential for administrators, faculty, and staff; effective strategies are included. (Additional Data) Contains six (6) tables. A bibliography is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (494K)

Descriptors:
Academic Achievement; Block Scheduling; Statistical Analysis; Geometry; Traditional Schools; High Schools; Scheduling; Grade 11; Criterion Referenced Tests; Literacy; Expenditure per Student; Enrollment Rate; Enrollment Trends; Disadvantaged; Models; Achievement Gains; Program Effectiveness; School Schedules; Enrollment Influences; State Policy

Abstract:
The purpose of this study is to examine the differences in achievement on the end of course assessment in Geometry and the Grade 11 Literacy exam administered to students in Arkansas during the 2005-2006 and 2006-2007 school years. The three main types of scheduling are the traditional schedule with seven or eight periods; the A/B, or the alternating block; and the 4 x 4, or accelerated block. The traditional was utilized by 90% of schools in Arkansas during this time frame. The A/B block and 4 x 4 block were used almost equally, each representing approximately 5% of Arkansas schools. Demographic data were collected for all public high schools in Arkansas; descriptive statistics were calculated and reported for the 2005-2006 and 2006-2007 school years. Schools utilizing the A/B model had the highest mean student enrollment; schools implementing 4 x 4 blocks had the lowest mean student population. Block schools had higher percentages of minorities but lower percentages of students eligible for free or reduced meals. The highest mean per pupil expenditure was reported to be in A/B block schools. Block schedule schools and traditional schools with the same or very similar grade configurations were matched as closely as possible by student enrollment, the percentage of students eligible for free or reduced meals, and the percentage of disadvantaged minorities. Analysis of covariance (ANCOVA) was used to analyze differences in student achievement scores on the Geometry end-of-course and the Grade 11 Literacy assessments. Corresponding scores from the eighth grade benchmark were used as baseline data. No significant differences in the variances were found that could be attributable to scheduling type. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Teaching Methods; Block Scheduling; Trimester System; School Schedules; Educational Environment; High Schools; Time Factors (Learning); Learner Engagement; Time Management; Program Evaluation

Abstract:
Why do a trimester schedule? With the advent of block scheduling, many high schools conducted research on utilizing that plan in a trimester format. There appeared to be three issues that most schools faced: (1) How to provide substantive instructional time that was not fragmented?; (2) How does the school climate contribute positively to students' learning?; and (3) How to provide the appropriate amount of instructional time so that each student can learn in the best ways for him/her? "Breaking Ranks" suggested that: (1) curriculum should offer essential knowledge that makes connections to real life; (2) instructional strategies should actively engage students in their learning; (3) the environment should be receptive to the learners and educators; (4) time and space be reexamined and utilized to best meet the needs of the students; and (5) all stakeholders should be accountable for assessment of the instructional program. (Contains 11 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (60K)

Descriptors:
Academic Achievement; Grade Point Average; College Admission; Enrollment; Admission Criteria; Undergraduate Students; Foreign Students; Predictor Variables; College Entrance Examinations; Correlation; Regression (Statistics); High Schools; Statistical Analysis; English (Second Language); Second Language Learning

Abstract:
This study examines the effectiveness of traditional admissions criteria, including prior GPA, SAT, GRE, and TOEFL in predicting undergraduate and graduate academic success for American and international students at a large public university in the southwestern United States. Included are the admissions and enrollment data for 25,017 undergraduate American, 509 undergraduate international, 5,421 graduate American, and 1,733 graduate international students enrolled between 2005 to 2009. Person product-moment correlation, multiple regression, and user-determined stepwise regression were applied to the data. Results show high school GPA is the most predictive of first-year college GPA for both undergraduate American and international students. SAT has a medium correlation with first-year college GPA for American students and a large correlation for international students. High school GPA and SAT together explain one fourth of the variance in first-year college GPA for American students and over one half of the variance for international students. TOEFL has a medium correlation with first-year GPA for undergraduate international students but is not a significant predictor of first-year GPA when SAT is included in multiple regression. Unlike the results for undergraduate students, the traditional admissions criteria (undergraduate GPA and GRE) for graduate admissions explain a small portion of variance in first-year graduate GPA. Undergraduate GPA, GRE Verbal, and Quantitative together explain 6.3% of variance in first-year graduate GPA for American students and 3.1% for international students. The GRE Subject Tests are the best predictor of first-year graduate GPA for students who had taken the GRE Subject Tests. TOEFL has a small correlation with first-year graduate GPA for international students, and it is not a significant predictor of graduate GPA when GRE-Verbal is included. These findings have implications for undergraduate and graduate admissions, standardized admissions tests, university curriculum, and students' academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Honors Curriculum; High Schools; Grade Point Average; Validity; College Credits; Scores; Student Placement; Measurement; Correlation; Course Selection (Students); Community Colleges; Academic Records; Two Year College Students; Academic Achievement

Abstract:
This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance. We consider the ACCUPLACER and COMPASS placement tests, using two quantitative and two literacy tests from each battery. We find that placement tests do not yield strong predictions of how students will perform in college. Placement test scores are positively--but weakly--associated with college grade point average (GPA). When we control for high school GPA, the correlation disappears. Placement test scores are positively associated with college credit accumulation even after controlling for high school GPA. After three to five semesters, a student with a placement test score in the highest quartile has on average nine credits more than a student with a placement test score in the lowest quartile. In contrast, high school GPAs are useful for predicting many aspects of students' college performance. High school GPA has a strong association with college GPA; students' college GPAs are approximately 0.6 units below their high school GPAs. High school GPA also has a strong association with college credit accumulation. A student whose high school GPA is one grade higher will have accumulate approximately four extra credits per semester. Other information from high school transcripts is modestly useful; this includes number of math and English courses taken in high school, honors courses, number of F grades, and number of credits. This high school information is not independently useful beyond high school GPA, and collectively it explains less variation in college performance. We also calculate accuracy rates and four validity metrics for placement tests. We find high "severe" error rates using the placement test cutoffs. The severe error rate for English is 27 to 33 percent; i.e., three out of every ten students is severely misassigned. For math, the severe error rates are lower but still nontrivial. Using high school GPA instead of placement tests reduces the severe error rates by half across both English and math. (Contains 11 tables, 5 figures and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (673K)

Descriptors:
Educational Strategies; High Schools; Block Scheduling; Teacher Effectiveness; School Size; Teacher Attitudes; Teaching Methods; Comparative Analysis; School Organization; School Schedules; Time Blocks; Time Factors (Learning); Secondary School Teachers; Costs; Small Schools; Teacher Surveys

Abstract:
As schools continue to strive to meet federal testing requirements, many schools have been looking at ways to improve. During the 1990's many school districts thought they had found the method, tool, or program, with which to accomplish this goal: the "block schedule". This study was a comparison of the teaching strategies and attitudes of teachers at two high schools with a block schedule and two high schools with a traditional schedule. The researchers began showing interest in this topic when several local schools decided to abandon the block schedule at their high schools, because of the increased cost associated with block scheduling. The researchers began a collaborative investigation to determine whether teachers on a block schedule use different instructional strategies than their colleagues on a traditional schedule. If teachers were using these strategies, then benefits from a block schedule could potentially outweigh the additional costs created by the schedule. The subjects in this study were teachers from two large schools with student populations of more than 1,000, while the subjects in the companion study were teachers from two small schools with student populations less than 500. In each case, one school used a block schedule, while the other used a traditional schedule. The teachers of these schools were asked to complete a survey that was developed for the purpose of this study. A "z" test for proportion compared the responses of the participants to the survey instrument. The responses were compared by school size and type and the responses to the open-ended questions were analyzed. The results of the survey indicated that there was little difference between the responses of the teachers on the Large School Block Schedule as compared to the teachers on the Large School Traditional Schedule. The teachers were generally satisfied with their schedule, but really liked some aspects of the other schedule. In conclusion, this researcher feels that school administrators should focus more on the instructional strategies used by teachers and less on the type of schedule, because the results of this study demonstrate that effective teaching can take place on either type of schedule. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Point Average; Outcome Measures; Video Games; Effect Size; Academic Achievement; Case Studies; Aggression; Spatial Ability; Mathematics Skills; Violence; Hispanic Americans; Adolescents; Preadolescents; Age Differences; Correlation; Visual Perception

Abstract:
The United States Supreme Court's recent decision relating to violent video games revealed divisions within the scientific community about the potential for negative effects of such games as well as the need for more, higher quality research. Scholars also have debated the potential for violent games to have positive effects such as on visuospatial cognition or math ability. The current study sought to extend previous literature by using well-validated clinical outcome measures for relevant constructs, which have generally been lacking in past research. Cross-section data on aggression, visuospatial cognition, and math achievement were available for a sample of 333 (51.7% female) mostly Hispanic youth (mean age = 12.76). Prospective 1-year data on aggression and school GPA were available for 143 (46.2% female) of those youth. Results from both sets of analysis revealed that exposure to violent game had neither short-term nor long-term predictive influences on either positive or negative outcomes. A developmental analysis of the cross-sectional data revealed that results did not differ across age categories of older children, preadolescents or adolescents. Analysis of effect sizes largely ruled out Type II error as a possible explanation for null results. Suggestions for new directions in the field of video game research are proffered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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