Age appropriateness and motivation, engagement, and performance in high school: Effects of age within cohort, grade retention, and delayed school entry.

The practice of delaying children's entry into a kindergarten program 1 year beyond the traditional chronolgical age of their classmates is a controversial issue. although this practice has been said to reduce the need for grade retentions and special education services, the research literature has yielded contradictory results about the effects of delayed entry on students. the present study examined the effects of delayed entry in one suburban new york school district on later elementaryschool grade retention and special education service rates. in addition, the influence of gender on the practice of delayed entry was investigated. the sample for this study consisted of all students (n = 3,238) who were enrolled in grades 1 through 12; from this, a subsample of all children (n = 279) who had delayed school entry were identified, and their records were examined for future retentions and use of special education services. it was found that students who delayed school entry were most often male and were placed in special education programs in significantly higher proportions than nondelayed-entry students. no significant effect of delayed entry was noted for retention.

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Why am I late for school? Peer effects on delayed school entry in rural northwestern China

Education Economics ◽

10.1080/09645292.2021.1926932 ◽

2021 ◽

pp. 1-27

Author(s):

Qihui Chen

Keyword(s):

Peer Effects ◽

School Entry ◽

Northwestern China ◽

Delayed School Entry

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Physical and Performance Characteristics of Successful High School Football Players

The American Journal of Sports Medicine ◽

10.1177/036354659402200621 ◽

1994 ◽

Vol 22 (6) ◽

pp. 859-862 ◽

Cited By ~ 10

Author(s):

Henry N. Williford ◽

Jane Kirkpatrick ◽

Michele Scharff-Olson ◽

Daniel L. Blessing ◽

Nai Zhen Wang

Keyword(s):

High School ◽

Performance Characteristics ◽

Football Players ◽

High School Football ◽

And Performance

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Grade Retention and School Dropout: Comparing Specific Grade Levels Across Childhood and Early Adolescence

The Journal of Early Adolescence ◽

10.1177/02724316211010332 ◽

2021 ◽

pp. 027243162110103

Author(s):

Zachary Giano ◽

Amanda L. Williams ◽

Jennifer N. Becnel

Keyword(s):

High School ◽

Grade Retention ◽

School Dropout ◽

Dropping Out ◽

Social Changes ◽

Grade Levels ◽

Grade Versus ◽

Youth Transition ◽

Education Statistics ◽

Race Ethnicity

Students who repeat a grade are at a higher risk of dropping out of high school. Previous research has examined this in a methodologically aggregated way (e.g., repeated any grade versus never repeated) or only specific grades/grade ranges (e.g., Kindergarten or elementary) leaving questions about which grades are more detrimental to repeat with respect to school dropout. This study uses data from the National Center for Education Statistics ( N = 9,309) to comparatively examine which grades, when repeated, show the strongest associations with dropping out. Overall, those who repeated sixth or seventh had the highest odds of dropping out of high school with unique patterns by gender and race/ethnicity. These grades are typically when youth transition into middle school. When examined through a developmental lens, these results highlight the important impact that grade retention while youth experience other normative physical, cognitive, and social changes.

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Senior High School Students’ Anxiety and Performance in Learning English

Advances in Social Sciences Research Journal ◽

10.14738/assrj.84.10018 ◽

2021 ◽

Vol 8 (4) ◽

pp. 605-612

Author(s):

Saima Sansaluna ◽

Lydia Bawa ◽

Amour Camua ◽

Leonel Untong

Keyword(s):

High School ◽

High School Students ◽

Senior High School ◽

Survey Method ◽

School Students ◽

Anxiety Levels ◽

And Performance ◽

Meaning System ◽

Senior High School Students ◽

Learning English

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.

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Using Rummy Game Method to Improve Students’ Learning Activities and English Dialog

Register Journal ◽

10.18326/rgt.v5i1.253 ◽

2012 ◽

Vol 5 (1) ◽

pp. 101

Author(s):

Supriyanto Supriyanto

Keyword(s):

High School ◽

Action Research ◽

Natural Science ◽

Performance Test ◽

The State ◽

Senior High School ◽

Learning Activities ◽

Self Assessment ◽

Previous Condition ◽

And Performance

This classroom action research was aimed at improving students’ learning activities and students’ English dialog skills in the state senior high school 3 Salatiga. The research was carried out in the state senior high school 3 Salatiga from January to June 2012. The subject of the research was 38 students of grade XI natural science 2. While the objects of research were rummy game method, students’ learning activities and students’ English dialog skills. This action research was conducted in two cycles. Each consisted of planning, acting, observing, and reflecting. In cycle 1, the researcher implemented rummy game method with big groups and ready made cards while in cycle 2, the researcher applied rummy game method with small groups and student designed cards. To collect the data the researcher gave self-assessment test and performance test before the first cycle, after the first cycle, and after the second cycle. The data analysis was done by descriptive comparison namely by comparing scores in the previous condition with those of the first cycle and the second cycle. The research findings revealed that there was significant improvement of average scores in students’ learning activities namely 13.8 % from 56.8 % in the previous condition to 70.6 % in cycle 2 and in students’ English dialog skill namely 5.8 from 72.7 in the previous condition to 78.5 in cycle 2. Hence, hypothesis stating that using rummy game method is able to improve students’ learning activities and English dialog skill in the state senior high school 3 Salatiga grade XI natural science 2 even semester year 2011/2012 is proven right.Keywords: Rummy Game Method; Learning Activities; English Dialog Skill

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Concussion History and Cognitive Function in a Large Cohort of Adolescent Athletes

The American Journal of Sports Medicine ◽

10.1177/0363546518798801 ◽

2018 ◽

Vol 46 (13) ◽

pp. 3262-3270 ◽

Cited By ~ 4

Author(s):

Kathryn M. Taylor ◽

Marianthi-Anna Kioumourtzoglou ◽

Jim Clover ◽

Brent A. Coull ◽

Jack T. Dennerlein ◽

...

Keyword(s):

High School ◽

Cognitive Function ◽

Verbal Memory ◽

Impulse Control ◽

Visual Memory ◽

Test Battery ◽

Cognitive Test ◽

Effect Estimate ◽

Cognitive Score ◽

And Performance

Background: The incidence of reported concussions in the adolescent population is increasing, yet research on the effects of concussions in this population is minimal and inconclusive. Purpose: To assess the association between concussion and performance on a cognitive test battery. Study Design: Cross-sectional study; Level of evidence, 3. Methods: Using multivariate models, the authors assessed the association between concussion and performance on a cognitive test battery among 5616 high school and junior high school athletes. The researchers utilized a global cognitive score and scores for 5 domains: verbal memory, visual memory, visual motor, reaction time, and impulse control. Each cognitive score was converted to a z score with the mean and SD of the nonconcussed population. Results from each model were then interpreted as change in the standardized unit score. In the models, concussion was evaluated as ever having a concussion, number of concussions, time since last concussion, and age at first concussion. Results: Ever having a concussion was associated with a mean decrease of 0.11 standardized units (95% CI, −0.20 to −0.01) on the global cognitive score and lower scores in all cognitive domains. Each additional concussion was associated with lower scores on global cognitive function (effect estimate, −0.06; 95% CI, −0.11 to −0.02), verbal memory, visual memory, and impulse control. Concussion in early childhood was associated with lower global cognition (effect estimate, −0.05; 95% CI, −0.08 to −0.01), visual memory, and motor visual scores as compared with concussions in later childhood. The associations between time since last concussion and cognitive test scores were nonlinear, and on all tests, lower scores were observed even ≥1 year after the concussion. Conclusion: On the basis of objective performance metrics for cognitive function, concussions had a more persistent effect on cognitive function than previously thought. The age at which an individual has his or her first concussion may be an important factor in determining long-lasting cognitive effects.

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