Reading, math scores up for 4th and 8th graders, federal report shows

2008 ◽  
Keyword(s):  
Math Scores ◽  
8Th Graders

Relations Between Videogame Play and 8th-Graders’ Mathematics Achievement

2011 ◽  
Vol 3 (4) ◽  
pp. 33-53
Author(s):  
Scott Tobias ◽  
Duane Rudy ◽  
Jean Ispa
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
Cognitive Complexity ◽  
Preliminary Evidence ◽  
Math Performance ◽  
Math Scores ◽  
Main Effect ◽  
8Th Graders ◽  
The Relationship ◽  
Spatial Content

This study explores whether any relationships exist between math performance scores on the Missouri Assessment Plan (MAP), its subscales and time spent playing the child’s favorite videogame given the game’s spatial content and cognitive complexity. Relationships between gender and math scores were also examined. Findings indicate no main effect of time spent playing, spatial content, or level of complexity of games on math performance. However, several math scores interacted with time spent playing one’s favorite video game, such that higher levels of math performance occurred when participants played games high in spatial content at low amounts of time. A similar interaction occurred when examining complexity of the game and time spent playing. The study provides preliminary evidence that it may be important to consider the spatial or complexity content of videogames in addition to time spent playing when addressing the relationship between videogame play and adolescent math performance.

Relations Between Videogame Play and 8th-Graders’ Mathematics Achievement

2013 ◽  
pp. 240-261
Author(s):  
Scott Tobias ◽  
Duane Rudy ◽  
Jean Ispa
Keyword(s):  
Mathematics Achievement ◽  
Video Game ◽  
Cognitive Complexity ◽  
Preliminary Evidence ◽  
Math Performance ◽  
Math Scores ◽  
Main Effect ◽  
8Th Graders ◽  
The Relationship ◽  
Spatial Content

This study explores whether any relationships exist between math performance scores on the Missouri Assessment Plan (MAP), its subscales and time spent playing the child’s favorite videogame given the game’s spatial content and cognitive complexity. Relationships between gender and math scores were also examined. Findings indicate no main effect of time spent playing, spatial content, or level of complexity of games on math performance. However, several math scores interacted with time spent playing one’s favorite video game, such that higher levels of math performance occurred when participants played games high in spatial content at low amounts of time. A similar interaction occurred when examining complexity of the game and time spent playing. The study provides preliminary evidence that it may be important to consider the spatial or complexity content of videogames in addition to time spent playing when addressing the relationship between videogame play and adolescent math performance.

Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Algebra 1 Course

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Ahrash N Bissell
Keyword(s):  
Algebra 1 ◽  
Math Scores ◽  
Rich Algebra

The question we face is whether technology in general, and OER in particular, might offer some solutions for improving math scores across the nation.

Intuitive Biology Thinking: Comparing Chinese and US Middle Schoolers

2020 ◽  
Author(s):  
Yian Xu ◽  
John Coley
Keyword(s):  
Previous Literature ◽  
Western Population ◽  
Middle Schoolers ◽  
The Us ◽  
Ways Of Thinking ◽  
Cognitive Frameworks ◽  
8Th Graders ◽  
Universal Nature

Previous literature demonstrated that people spontaneously engage in systematic ways of thinking about biology. However, with most studies focusing on the western population, little is known about the universal nature of these cognitive frameworks. The current study used a construal-based survey to systematically test intuitive biology thinking in China. Overall, Chinese 8th graders demonstrated stronger essentialist thinking, weaker anthropocentric thinking, and similar level of teleological thinking compared to the US counterparts.

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

scholarly journals Assessment of Foods Associated with Sodium and Potassium Intake in Japanese Youths Using the Brief-Type Self-Administered Diet History Questionnaire

Nutrients ◽  
2021 ◽  
Vol 13 (7) ◽  
pp. 2345
Author(s):  
Masayuki Okuda ◽  
Satoshi Sasaki
Keyword(s):  
Sodium Excretion ◽  
Sodium Intake ◽  
Molar Ratio ◽  
Potassium Excretion ◽  
Potassium Intake ◽  
Soybean Paste ◽  
Diet History Questionnaire ◽  
Diet History ◽  
8Th Graders ◽  
Sodium And Potassium

The identification of sodium and potassium intake in youths is an important step to preventing the increase of blood pressure in childhood. We examined food intake and estimated mineral intake using a brief-type self-administered diet history questionnaire (BDHQ) to test its validity as a comparison with urinary excretion in Japanese youths. The subjects were 5th and 8th graders (n = 2377), who completed the BDHQ and permitted the use of their overnight urine specimens. Sodium intake was poorly associated with sodium excretion (Rho = 0.048), and the coefficients of dietary potassium and a sodium-to-potassium molar ratio were 0.091–0.130. Higher soybean paste (miso) intake and pickles were significantly associated with higher sodium excretion (p ≤ 0.005). However, these foods were positively associated with potassium excretion (p = 0.002–0.012), and not associated with an excreted sodium-to-potassium ratio. Fruits and dairy products were positively associated (p ≤ 0.048), whereas beverages were negatively associated with potassium excretion (p ≤ 0.004). The association of the sodium-to-potassium ratio was opposite to that of potassium (p ≤ 0.001). The choice of foods, potassium, and the sodium-to-potassium ratio assessed using the BDHQ are available as part of health education for youths, but the assessment of sodium intake in population levels should be carefully conducted.

Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework

2020 ◽  
Vol 54 (3) ◽  
pp. 157-168
Author(s):  
Jeong Hoon Choi ◽  
Amy B. McCart ◽  
Wayne Sailor
Keyword(s):  
Reading Performance ◽  
State Assessment ◽  
Reading Scores ◽  
Individualized Education Programs ◽  
Assessment Scores ◽  
Math Scores ◽  
Inclusive School ◽  
Implementation Period ◽  
Reform Model ◽  
Fidelity Implementation

The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students with IEPs increased over the implementation period. Results of multilevel modeling demonstrated that the model’s fidelity of implementation scores positively and significantly predicted state assessment math scores. A further analysis examining the effectiveness of the model in three schools that implemented with adequate fidelity compared with nonimplementing schools indicated students with IEPs in implementing schools increased their math scores at a greater rate than their peers in comparison schools; however, effects on reading scores were equivocal. Findings are discussed in the context of inclusion and efforts to support high fidelity implementation of MTSS.

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