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Descriptors:
Student Attitudes; Foreign Countries; Multiple Regression Analysis; Questionnaires; Moral Development; Affective Behavior; Cognitive Development; Measures (Individuals); Science Education; Academic Achievement; Grade 9; High School Students; Validity; Reliability; Teacher Student Relationship; Teacher Behavior

Abstract:
This study validated the Chinese version of the Questionnaire on Teacher Interaction (QTI) in the Hong Kong context as well as examined the relationship between students' perceptions of interpersonal teacher behaviour and their cognitive, affective and moral learning outcomes. Data were collected with the QTI and four other measures of student learning outcomes including a modified enjoyment scale of the Test of Science Related Attitudes, academic achievement, attitudes towards the teacher, and learning of values and attitudes. A total of 612 grade 9 students from 16 Mathematics, Chinese and English classes in six schools participated in the study. The Chinese version of the QTI was found to be a valid and reliable measure. Multiple regression analysis revealed that students' perceptions of their teachers' interpersonal behaviour were significantly related to their cognitive, affective, and moral learning outcomes. 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:
High Schools; Public Schools; School Districts; Urban Education; At Risk Students; Screening Tests; Grade 9; Intervention; Time Management; Credits; Computation; Probability; Dropout Research; Identification; Prediction; Middle School Students; High School Students

Abstract:
This article describes the development of early warning indicators for high school and beyond in the Milwaukee Public Schools (MPS) by the Value-Added Research Center (VARC) at the University of Wisconsin-Madison, working in conjunction with staff from the Division of Research and Evaluation at MPS. Our work in MPS builds on prior early warning work by using both preexisting and new district data sets to build predictive models for identifying students at elevated risk of an entire series of adverse outcomes in high school and beyond, beginning with grade 9 retention and continuing into postsecondary education. This early warning work in MPS makes at least 2 significant contributions to the existing base of research: (a) broadening the set of outcomes that early warning work can predict; and (b) investigating new ways of conveying early warning information to practitioners, such as probability estimates for each outcome and the "total quality credits" (TQC) measure. (Contains 4 tables, 6 figures, and 5 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:
Grade Point Average; Multivariate Analysis; Predictor Variables; Graduation; Grade 9; Educational Attainment; Urban Schools; Longitudinal Studies; Dropout Prevention; At Risk Students; Program Effectiveness; Gender Differences; Correlation; College Attendance; Grade 8; Enrollment Trends; Intervention; Attendance Patterns; High School Students; African American Students; Limited English Speaking; Special Education; Socioeconomic Status; Student Behavior

Abstract:
This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and 2005-2006 9th graders forward in time until their on-time graduation year and 1 year past). Sequentially estimated logistic regression hierarchical linear modeling models indicated the strongest predictors of graduation were 9th-grade attendance and course failure, although gender was still significant. Multinomial logistic regression models were used to analyze the relationship between the 4 categories of college enrollment outcomes (enrollment in a 4-year college, enrollment in a 2-year college, graduation with no college enrollment, and nongraduation) and student-level predictor variables, including grade point average (GPA) and 8th-grade test scores. Results suggest that equipping schools to implement interventions to address chronic absenteeism and course failure in 9th grade is a crucial strategy for increasing both high school graduation and college enrollment. (Contains 8 tables and 6 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:
Educational Change; Urban Areas; Low Achievement; Grade 9; At Risk Students; Educational Improvement; Student Needs; Identification; Intervention; High Schools; Program Effectiveness; Educational Indicators; Dropout Prevention; Graduation Rate; Student Characteristics; Gender Differences; Racial Differences; Student Mobility; Reading Achievement; Mathematics Achievement; Age Differences; Socioeconomic Status; Grade Point Average

Abstract:
Chicago has been in the forefront of the country in its use of 9th-grade indicators of dropout. Catalyzed by the development of the freshman on-track indicator and research around it, Chicago school administrators, central office personnel, and external partners have developed a number of mechanisms using 9th-grade indicators to stimulate school improvement. This article describes 3 ways in which early warning indicators are useful for improving student achievement: (a) focusing conversations and efforts on actionable problems; (b) identifying students for intervention; and (c) using indicator patterns to address low performance in a strategic way. Examples from high schools in Chicago suggest that knowledge of the on-track indicator and its use in district accountability were not enough to change practice. However, the availability of data tools that make it easy to act on information about on-track rates have changed the ways in which teachers and school staff interact with each other, students, and parents regarding improving student performance. The strategies they have developed with the data tools have provided a systematic focus to their efforts, which appears to be paying off in substantially improved ninth-grade achievement. (Contains 1 table, 4 figures, and 11 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:
High School Students; Academic Achievement; Grade 8; Grade 9; Grade 10; Educational Indicators; Predictor Variables; Educational Attainment; Graduation; Graduation Rate; Urban Education; At Risk Students; Dropout Characteristics; Reliability; Credits; Evidence

Abstract:
Students' engagement and performance in their first year of high school offer strong signals about their prospects for earning a diploma 4 years later. These performance measures can be used to construct "on-track" indicators to measure a school's performance and to identify needs of specific students who are at risk of dropping out. This article undertakes a systematic reanalysis of several on-track indicators that predicted the likelihood of graduating with a New York State Regents diploma in New York City. The analytic dataset contains comprehensive longitudinal information for first-time 9th graders who are enrolled in high school between 2001-2002 and 2010-2011. The results show that the current New York City Department of Education indicator (earning 10 or more course credits in the 9th grade) offers a reliable prediction of graduation with a Regents diploma. However, an indicator based on earning 10 or more credits and passing at least one Regents exam represents a substantial improvement on the current indicator and was used as the primary indicator for additional analyses. These analyses showed that this on-track indicator has been reliable and stable across seven cohorts of entering 9th graders. The analysis also shows that the substantial increase in 9th-grade on-track rates offers a reliable foreshadowing of increases in Regents diploma graduation rates in New York City. Additionally, the on-track indicator was highly predictive for a wide range of student subgroups and helps to highlight the prominent gaps in performance along racial, gender, and economic lines. Finally, the article highlights significant variation in on-track rates across schools, that should be investigated in future research. (Contains 7 tables, 5 figures, and 11 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:
High School Students; Video Technology; Mathematics; Mathematics Instruction; Mathematics Education; Mathematics Curriculum; Interviews; Accountability; Case Studies; Grade 10; Grade 9; Grade 12; Secondary School Mathematics

Abstract:
In this article I explore high school students' perspectives on working together in a mathematics class in which they spent a significant amount of time solving problems in small groups. The data included viewing session interviews with eight students in the class, where each student watched video clips of their own participation, explaining and justifying their behaviors. Analysis of data involved an investigation of students' "goals for working together, which were found to vary along multiple dimensions. The dimensions that emerged from these data were mathematical versus nonmathematical goals, individual versus group goals, and personal versus normative goals. I present cases of four individual students to illustrate these dimensions. Such goals are important for illuminating how students' "practical rationality" is mediated by their personal goals for working together; additionally, these goal dimensions can be used as tools for considering challenges involved with using small group collaboration in high school classes where students' goals may be diverse. (Contains 5 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:
Critical Thinking; Thinking Skills; Grade 9; History Instruction; Action Research; Teaching Methods; Instructional Effectiveness; Comprehension; Scoring; Scoring Rubrics; Informed Consent; Class Activities

Abstract:
Critical thinking is the focal point missed in many students' educations. Students are taught memorization with little time left for the development of critical thinking skills which allows for a deeper understanding and a richer experience. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. Ninth grade students at the end of history class composed a minute paper in essay format. The students described three different facts, ideas, concepts, or thoughts developed during the lesson and posed one insightful question. The minute paper afforded the students the opportunity to provide insight and reasoning into their comprehension, while cultivating their critical thinking skills. The following are appended: (1) Timeline of Events for the Study; (2) Instructions for Students; (3) Scoring Rubric; (4) The Development of Critical Thinking Study: Letter to Parents; (5) The Development of Critical Thinking Study Conducted at Friendship Christian School: Informed Consent Form; (6) Daily Scoring Rubric; (7) Supplemental Questions; (8) Teacher Weekly Survey; and (9) [Pre-Set List of Words]. 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 (704K)

Descriptors:
Intervention; Literacy; Language Arts; English Curriculum; Reading Fluency; Reading Comprehension; High School Students; Grade 9; Grade 10; Instructional Effectiveness; Educational Research

Abstract:
"LANGUAGE!"[R] is a language arts intervention designed for struggling learners in grades 3-12 who score below the 40th percentile on standardized literacy tests. The curriculum integrates English literacy acquisition skills into a six-step lesson format. During a daily lesson, students work on six key literacy strands (which the developer calls "six steps from sound to text"): phonemic awareness and phonics (word decoding), word recognition and spelling (word encoding), vocabulary and morphology (word meaning), grammar and usage (understanding the form and function of words in context), listening and reading comprehension, and speaking and writing. The What Works Clearinghouse (WWC) identified one study of "LANGUAGE!"[R] that both falls within the scope of the Adolescent Literacy topic area and meets WWC evidence standards. The one study meets standards with reservations and includes 1,272 students in grades 9 and 10 in one school district in Florida. The WWC considers the extent of evidence for "LANGUAGE!"[R] on the literacy skills of adolescent readers to be small for two domains: reading fluency and comprehension. Two other domains are not reported in this intervention report. Appended are: (1) Research details for Zmach et al., 2009; (2) Outcome measures for each domain; (3) Findings included in the rating for the reading fluency domain; and (4) Findings included in the rating for the comprehension domain. A glossary of terms in included. (Contains 5 tables, 6 endnotes and 5 additional sources.) 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 (330K)

Descriptors:
Public Schools; Dropouts; High School Graduates; Graduation Rate; Enrollment; Dropout Rate; Grade 9; Grade 10; Grade 11; Grade 12; Asian American Students; White Students; African American Students; American Indian Students; Racial Differences; Gender Differences; High School Freshmen

Abstract:
This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of Data (CCD) nonfiscal survey of public elementary/secondary education as part of the Cooperative Education Statistics System established in section 157 of the Education Sciences Reform Act of 2002, part C and the U. S. Department of Education's ED"Facts" data collection system. Although tables 3 and 7 present data from eight sequential school years, the text presents only comparisons between the 2008-09 and 2009-10 school years. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2009-10 CCD Dropout and Completer provisional data files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Data files and report tables include data for the 50 states, the District of Columbia, and 8 other jurisdictions. However, the findings discussed in this report focus on the reporting states and the District of Columbia. This First Look marks the first publication and the initial data release for 2009-10 CCD dropout and completer data. The data in this report are drawn from the 2009-10 CCD Dropout and Completer provisional data files. Data in these provisional data files have undergone an intensive review and editing process. Any additional revisions will be incorporated in the 2009-10 CCD Dropout and Completer data files to be released in subsequent provisional releases and the final release as warranted. Methodology and Technical Notes are appended. (Contains 8 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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 ERIC Full Text (1271K)

Descriptors:
Student Motivation; Physical Education; Experimental Groups; Motivation Techniques; Researchers; Grade 9; Academic Achievement; Goal Orientation; Student Attitudes; Mastery Learning; Lesson Plans; Affective Behavior; Cognitive Processes; Scores

Abstract:
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores. (Contains 3 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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