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Descriptors:
Academic Achievement; Mathematics Achievement; High School Students; Grade 10; Grade 12; Recreational Activities; Reading Tests; Mathematics Tests; Reading Achievement; Computer Use; Video Games; Statistical Analysis; Longitudinal Studies; Correlation; Hierarchical Linear Modeling

Abstract:
Historically, the relationship between student academic achievement and use of computers for fun and video gaming has been described from a multitude of perspectives, from positive, to negative, to neutral. However, recent research has indicated that computer use and video gaming may be positively associated with achievement, yet these studies have focused on small intact and qualitative samples. The purpose of the present study is to examine the association between academic achievement in high school and student use of computers for fun and video gaming using the large nationally representative ELS:2002 sample of students in grade 10 in 2002 and an independent effects two-level hierarchical linear model. Our results indicate that both student use of computers for fun and moderate levels of video gaming were positive and significant on cross-sectional reading and mathematics achievement assessments in high school, controlling for multiple covariates of achievement, but were not related to growth in mathematics from grade 10 to grade 12. 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:
At Risk Students; Dropouts; Accuracy; Computation; Dropout Rate; Prediction; Predictor Variables; Longitudinal Studies; Grades (Scholastic); Comparative Analysis; High School Students

Abstract:
The purpose of this study is to review the literature on the most accurate indicators of students at risk of dropping out of high school. We used Relative Operating Characteristic (ROC) analysis to compare the sensitivity and specificity of 110 dropout flags across 36 studies. Our results indicate that 1) ROC analysis provides a means to compare the accuracy of different dropout indicators, 2) the majority of dropout flags to date have high precision yet lack accuracy, 3) longitudinal growth models provided the most accurate flags, while 4) the most accurate cross-sectional flags examine low or failing grades. We provide recommendations for future policy and practice. (Contains 2 tables and 3 figures.) 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 10; Dropouts; Dropout Research; High School Students; Classification; National Surveys; Grade Point Average; Followup Studies; At Risk Students; Academic Achievement; Racial Differences; Gender Differences; Institutional Characteristics; Educational Environment; School Safety; Student Characteristics; Student Behavior; Recreational Reading; Homework; Extracurricular Activities; Student Attitudes; Family School Relationship

Abstract:
A large percentage of the students who drop out of K-12 schools in the United States do so at the end of high school, at some point after grade 10. Yet little is known about the differences between types of students who drop out near the end of high school. The purpose of this study is to examine a typology of high school dropouts from a large nationally representative dataset (ELS:2002) using latent class analysis (LCA). We found three significantly different types of dropouts; Quiet, Jaded, and Involved. Based on this typology of three subgroups, we discuss implications for future dropout intervention research, policy, and practice. (Contains 3 figures and 3 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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Descriptors:
Grade Point Average; Dropouts; Classification; High Schools; Intervention; High School Students; Secondary Education; At Risk Students; High School Graduates; Longitudinal Studies; Learner Engagement; Sample Size; Enrollment; Statistical Analysis; Models; Regression (Statistics); Graduation

Abstract:
Historically, students who fail to graduate from secondary school are considered as a single category of school dropouts. However, emerging literature indicates that there may be multiple subgroups of high school dropouts, termed a "dropout typology". The authors' purpose was to assess the extent to which a typology of dropouts was present in a large national dataset and to estimate the influence of the known covariates of dropping out on each of the subgroups. A growth mixture model was estimated using the Education Longitudinal Study 2002 (National Center for Education Statistics, n.d.) dataset and noncumulative grade point average during the first 3 semesters of high school. The model identified 2 main subgroups associated with dropping out, which accounted for 24.6% of the sample but contained 91.8% of the dropouts. (Contains 4 tables and 2 figures.) 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:
College Choice; High School Graduates; Longitudinal Studies; Student Educational Objectives; Attribution Theory; Models; Predictor Variables; Hispanic Americans; Cultural Capital; Human Capital; Social Capital; Demography; Student Characteristics; Enrollment Influences; Enrollment Trends; Causal Models; Institutional Characteristics; Student Records

Abstract:
This study examined the student and high school contextual factors associated with high school students' enrollment in Hispanic-Serving Institutions (HSIs). The authors drew on a conceptual framework of college choice involving the concepts of multiple capitals and individual and organizational habitus to examine the postsecondary trajectories of high school graduates using the Educational Longitudinal Study 2002/06. Using hierarchical linear modeling, the authors analyzed two separate models. One model predicted enrollment in an HSI within the 2-year sector and one within the 4-year sector. Distinct predictors of HSI versus non-HSI enrollment were found, particularly for the 4-year sector. This study suggests that in both sectors, high school contexts had a significant effect of channeling students toward HSIs. (Contains 3 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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Descriptors:
Correlation; Educational Facilities Improvement; Mathematics Achievement; Academic Achievement; Educational Facilities; Check Lists; Surveys; High School Students; Achievement Gains; Models

Abstract:
The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall independently rated structural and engineering aspects of schools have been shown to not be related to achievement. However, more recent research has suggested that facility maintenance and disrepair, rather than structural issues, may be more directly related to student achievement. If there is a relationship, addressing facility disrepair from the school, district, or state level could provide a potential avenue for policymakers for school improvement. We analyzed the public school component and the facilities checklist of the ELS:2002 survey (8,110 students in 520 schools) using a two-level hierarchical linear model to estimate the independent effect of facility disrepair on student growth in mathematics during the final two years of high school controlling for multiple covariates at the student and school level. We found no evidence of a direct effect of facility disrepair on student mathematics achievement and instead propose a mediated effects model. (Contains 4 tables and 1 figure.) 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:
Grades (Scholastic); Standardized Tests; Reading Achievement; Multidimensional Scaling; Grading; Student Evaluation; Knowledge Level; Student Behavior; Student Participation; High School Students; Scores; Mathematics Achievement; Correlation; Core Curriculum; Longitudinal Studies; Language Arts; Science Instruction; Social Studies; Second Language Learning; Physical Education; Health Education; Art Education

Abstract:
Historically, teacher-assigned grades have been seen as unreliable subjective measures of academic knowledge, since grades and standardized tests have traditionally correlated at about the 0.5 to 0.6 level, and thus explain about 25-35% of each other. However, emerging literature indicates that grades may be a multidimensional assessment of both student academic knowledge and a student's ability to negotiate the social processes of schooling, such as behavior, participation, and effort. This study analyzed the high school transcript component of the Education Longitudinal Study of 2002 (ELS:2002) using multidimensional scaling (MDS) to describe the relationships between core subject grades, non-core subject grades, and standardized test scores in mathematics and reading. The results indicate that when accounting for the academic knowledge component assessed through standardized tests, teacher-assigned grades may be a useful assessment of a student's ability at the non-cognitive aspects of school. Implications for practice, research, and policy are discussed. (Contains 1 table and 2 figures.) 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:
Administrator Attitudes; High Schools; School Districts; Educational Environment; Board Administrator Relationship; Principals; Instructional Leadership; Regression (Statistics)

Abstract:
Using a nationally representative sample of public high schools (N = 439), we examined the extent to which the principal's perception of their influence over instruction, the evaluation of nonacademic related tasks as well as academic related tasks, and their relationship with the school district relates to their perception of academic climate while controlling for school-level covariates. Little attention has been given to date to the principal's perception of their responsibilities and how it relates to their view of academic climate. The findings link academic climate with direct effects from principal perceptions of support and evaluation from the district. (Contains 3 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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Descriptors:
Teacher Qualifications; Academic Achievement; Principals; Educational Policy; Research Reports; Administrator Characteristics; Administrator Effectiveness; Leadership Effectiveness; Structural Equation Models; Achievement Gains; Outcome Measures; Data Analysis; Statistical Data; Schematic Studies; Predictor Variables; Educational Background; Professional Development; Race; Public Schools

Abstract:
This report, the fourth in an IERC series on public school principals in Illinois, summarizes recent research on the characteristics associated with principal effectiveness and examines Illinois data on the relationship between principal characteristics, student proficiency, and teacher qualifications. In order to investigate the relationships between principal characteristics, teacher qualifications, and student achievements using Illinois data, we use two-level hierarchical linear growth models to measure the impact of principal characteristics on growth in student proficiency and teacher qualifications over time. In these models, the first level measures within school change over time and the second level measures differences between schools in initial school achievement or teacher qualifications status. Appended are: (1) Statistical Models; (2) Descriptive Statistics for Variables Included in Statistical Models; (3) Results from Model of Student Proficiency; and (4) Results from Model of Teacher Academic Qualifications. (Contains 3 tables and 3 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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Descriptors:
Instructional Leadership; Leadership Training; Communities of Practice; Periodicals; Journal Articles; Educational Research; Clubs; Graduate Students; College Faculty; Teacher Student Relationship; Debate; Models; Access to Information; Interdisciplinary Approach; Familiarity

Abstract:
Following calls to increase professional communities of practice around research in educational leadership graduate programs, this study describes the ongoing process of creating a research journal club. We share the process of implementation, describe the structure adopted, and the outcomes observed one year after the establishment of a journal club. Through involving graduate students with faculty in bi-monthly conversations about recent research articles, participants engaged in intellectual risk-taking through discussing high quality research. This study highlights the importance of establishing a space to model scholarly research debates, bringing together faculty and students in a community of research practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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