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Descriptors:
Homework; Self Management; Secondary School Students; Grade 8; Affective Behavior; Student Attitudes; Grades (Scholastic); Teacher Student Relationship; Feedback (Response); Correlation; Television Viewing; Gender Differences; Surveys

Abstract:
The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments. (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:
Factor Analysis; Grades (Scholastic); Student Characteristics; Undergraduate Students; Undergraduate Study; Teacher Attitudes; Educational Practices; Teacher Surveys; Interdisciplinary Approach; Beliefs; Student Participation; Attendance; Grading; Evaluation Criteria; Student Evaluation

Abstract:
The author explores an assumption evident in the literature that "most" college instructors grade participation in undergraduate courses. Instructors (N = 521) at a large, northeastern university were surveyed regarding their attitudes and practices in grading participation in undergraduate courses. A survey instrument was developed for the purpose of this study and subjected to principal components analysis. This instrument yielded seven subscales of acceptable reliability (Cronbach's alpha greater than or equal to 0.70), three of which are the focus of this article. Results suggest that the majority of instructors across disciplines do incorporate a "participation" factor into students' final course grades. Course level is not a significant correlate, but some differences may be observed by discipline. Underlying instructor beliefs are examined, and implications and future directions for research are discussed. (Contains 1 figure and 7 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:
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:
Academic Achievement; Underachievement; Program Effectiveness; Achievement Need; Substance Abuse; Adolescents; African Americans; Asian Americans; Suicide; High Achievement; Correlation; Measures (Individuals); Risk; Grades (Scholastic); Mental Health; Violence; Comparative Analysis; Models

Abstract:
The present study tested the model minority and inferior minority assumptions by examining the relationship between academic performance and measures of behavioral health in a subsample of 3,008 (22%) participants in a nationally representative, multicultural sample of 13,601 students in the 2001 Youth Risk Behavioral Survey, comparing Asian Americans (N = 408) and African Americans (N = 2,600). Specifically, the study examined associations of students' self-reported grades with suicide risk, substance abuse, and violent behaviors. The findings revealed that high academic performance is a protective factor against behavioral health problems for both ethnic groups. The results raise questions about the focus on high achievement among Asian Americans versus academic underachievement among African Americans. Implications for theory, research, training and practice in addressing the mental health implications of achievement behavior in Asian American and African American youth are discussed. 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:
Academic Achievement; Educational Policy; Racial Composition; Social Science Research; Elementary Schools; Secondary Schools; Age Differences; Effect Size; Minority Group Students; Meta Analysis; Outcomes of Education; Educational Environment; Racial Differences; Socioeconomic Status; At Risk Students; Grade Point Average; African American Students; Hispanic American Students; White Students; High School Students; Middle School Students; Elementary School Students; Grades (Scholastic)

Abstract:
Recently published social science research suggests that students attending schools with concentrations of disadvantaged racial minority populations achieve less academic progress than their otherwise comparable counterparts in more racially balanced or integrated schools, but to date no meta-analysis has estimated the effect size of school racial composition on mathematics outcomes. This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K-12 schools students attend. The authors employed a two-level hierarchical linear model to analyze the 25 primary studies with 98 regression effects. Results indicate that school racial isolation has a small statistically significant negative effect on overall building-level mathematics outcomes. This relationship is moderated by the size of the sample in the study and by the way the independent variable was operationalized. Although it is small, the effect size is substantively meaningful. The effects are stronger in secondary compared to elementary grades, and racial gaps widen as students age. The emergence and widening of the race gaps as students move through the grades suggest that the association of racial segregation with mathematics performance compounds over time. Implications for educational policy and future research are discussed. (Contains 6 tables and 1 note.) 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:
Academic Achievement; Credits; Evidence; Outcomes of Education; Minority Group Children; Standardized Tests; Ownership; Educational Objectives; Family Environment; Access to Computers; Hypothesis Testing; Grades (Scholastic); Scores; Homework; Surveys; Attendance; Correlation; Low Income

Abstract:
Computers are an important part of modern education, yet large segments of the population--especially low-income and minority children--lack access to a computer at home. Does this impede educational achievement? We test this hypothesis by conducting the largest-ever field experiment involving the random provision of free computers for home use to students. 1,123 schoolchildren grades 6-10 in 15 California schools participated in the experiment. Although the program significantly increased computer ownership and use, we find no effects on any educational outcomes, including grades, standardized test scores, credits earned, attendance and disciplinary actions. Our estimates are precise enough to rule out even modestly-sized positive or negative impacts. The estimated null effect is consistent with survey evidence showing no change in homework time or other "intermediate" inputs in education for treatment students. Appended are: (1) Computer Ownership and Participation Rates; (2) Attrition; (3) Heterogeneity by pre-treatment performance; and (4) Heterogeneity by demographic characteristics. (Contains 4 figures, 12 tables and 34 footnotes.) [Funding for the project was provided by Computers for Classrooms, Inc., the ZeroDivide Foundation, and the NET Institute.] 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 (277K)

Descriptors:
Grades (Scholastic); School Holding Power; Intervention; Measures (Individuals); Control Groups; Statistical Significance; Test Anxiety; Teaching Methods; Conditioning; Effect Size; College Freshmen; High Schools; Outcomes of Education

Abstract:
This study was undertaken to replicate prior research in which a brief counter-conditioning and confidence training program was found to reduce anxiety and raise test scores. First-semester college students were screened with the Westside Test Anxiety Scale, and the 25 identified as having high or moderately-high anxiety were randomly divided into Intervention and Control groups. The Intervention students reviewed the procedure twice, while the controls received an information packet on managing anxiety. The anxiety scale was administered again the week before finals. The Intervention students showed a substantial drop in test anxiety, compared to the Controls (1.7 SD treatment effect size). Changes in the Westside scale correlated with final grades (r= -0.40) providing further confirmation that the scale measures an impairment. Intervention students scored an average 0.40 grade points above the Controls, or 8.7 percentile points, and intervention group grades adjusted for student high school grades was just short of statistical significance (p less than 0.06). The obtained grade gain is only slightly below prior findings, and further supports the benefits of the procedure. Implications for student retention were noted. (Contains 8 endnotes.) 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 (83K)

Descriptors:
Academic Achievement; Achievement Tests; Standardized Tests; Control Groups; Second Language Learning; English Language Learners; Case Studies; Scores; Reading Achievement; Middle School Students; High Stakes Tests; Grades (Scholastic); Teaching Methods; Geographic Information Systems

Abstract:
This case study conducted with 1,425 middle school students in Palm Beach County, Florida, included a treatment group receiving GIS instruction (256) and a control group without GIS instruction (1,169). Quantitative analyses on standardized test scores indicated that inclusion of GIS in middle school curriculum had a significant effect on student achievement on both high stakes Florida Comprehensive Achievement Test (FCAT) reading scores and on final course grades in science and social studies. The most significant increases were found among the English language learners (ELLs). (Contains 4 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:
Foreign Countries; Academic Achievement; Institutional Characteristics; Grade 4; Grade 6; Grade 5; Grades (Scholastic); Goal Orientation; Secondary School Students; Elementary School Students; Student Motivation; Correlation; Longitudinal Studies; Statistical Analysis; Predictor Variables; Track System (Education)

Abstract:
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. (Contains 5 tables and 5 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:
Academic Achievement; Grades (Scholastic); Adolescents; Bullying; Foreign Countries; Regression (Statistics); Sexual Abuse; Violence; Educational Environment; Case Studies; Peer Relationship; Correlation; Prevention

Abstract:
Objectives: 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. Methods: 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. Results: 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 less than 0.01) 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 (-0.84, p less than 0.01). 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. Conclusion: 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. (Contains 4 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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