Early grade school performance of inner city Negro high school achievers, low achievers, and dropouts.

1971 ◽  
Vol 4 (3) ◽  
pp. 482-482 ◽  
Author(s):  
Daniel Solomon ◽  
Daniel R. Scheinfeld ◽  
Jay G. Hirsch ◽  
John C. Jackson
Keyword(s):  
High School ◽  
Inner City ◽  
School Performance ◽  
Low Achievers ◽  
Grade School ◽  
Early Grade

Mental disorders and their impact on school performance and high school completion by gender in Australia: A matched population-based cohort study

2021 ◽  
pp. 000486742110616
Author(s):  
Rebecca J Mitchell ◽  
Anne McMaugh ◽  
Carolyn Schniering ◽  
Cate M Cameron ◽  
Reidar P Lystad ◽  
...  
Keyword(s):  
High School ◽  
Relative Risk ◽  
Young People ◽  
Confidence Interval ◽  
Mental Disorder ◽  
School Performance ◽  
Adjusted Relative Risk ◽  
Minimum Standard ◽  
Young Males ◽  
Increased Risk

Background: Young people with a mental disorder often perform poorly at school and can fail to complete high school. This study aims to compare scholastic performance and high school completion of young people hospitalised with a mental disorder compared to young people not hospitalised for a mental disorder health condition by gender. Method: A population-based matched case-comparison cohort study of young people aged ⩽18 years hospitalised for a mental disorder during 2005–2018 in New South Wales, Australia using linked birth, health, education and mortality records. The comparison cohort was matched on age, gender and residential postcode. Generalised linear mixed modelling examined risk of school performance below the national minimum standard and generalised linear regression examined risk of not completing high school for young people with a mental disorder compared to matched peers. Results: Young males with a mental disorder had over a 1.7 times higher risk of not achieving the national minimum standard for numeracy (adjusted relative risk: 1.71; 95% confidence interval: [1.35, 2.15]) and reading (adjusted relative risk: 1.99; 95% confidence interval: [1.80, 2.20]) compared to matched peers. Young females with a mental disorder had around 1.5 times higher risk of not achieving the national minimum standard for numeracy (adjusted relative risk: 1.50; 95% confidence interval: [1.14, 1.96]) compared to matched peers. Both young males and females with a disorder had around a three times higher risk of not completing high school compared to peers. Young males with multiple disorders had up to a sixfold increased risk and young females with multiple disorders had up to an eightfold increased risk of not completing high school compared to peers. Conclusion: Early recognition and support could improve school performance and educational outcomes for young people who were hospitalised with a mental disorder. This support should be provided in conjunction with access to mental health services and school involvement and assistance.

scholarly journals Cyberdependency and School Performance among Students in 3rd Grade of Bingerville High School

2020 ◽  
Vol 3 (3) ◽  
pp. p47
Author(s):  
DJELLE Opely Patrice-Aime
Keyword(s):  
High School ◽  
Social Networks ◽  
Academic Performance ◽  
School Performance ◽  
Female Students ◽  
The Internet ◽  
Scoring Matrices ◽  
School Learning ◽  
Use Of The Internet ◽  
3Rd Grade

This study examines the link between cyberdependency and school performance among students in the 3rd grade of the Mamie Houphouët Fêtai High School in Bingerville. It covers a sample of one hundred and ninety (190) female students between the ages of 14 and 17. Students’ addiction to the Internet and social networks is measured using a questionnaire based on Vavassori et al. (2002) and Young’s Internet Addiction Test in its French version validated by Khazaal (2008). As for academic performance, they are verified using the end-of-term scoring matrices. The results, obtained using student T and Anova, show that students in the third grade using the Internet as teaching tools have higher academic performance than their peers who use it as entertaining instruments. All these different results are explained by the models of Zuckerman (1969) and Viau (1994). Ultimately, this study will inform and raise awareness among students, educational system actors and parents about the risks of excessive use of the Internet and social networks on school learning.

scholarly journals The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran

2015 ◽  
Vol 1 (2) ◽  
pp. 108
Author(s):  
Olyvia Revalita Candraloka
Keyword(s):  
High School ◽  
Teaching Strategy ◽  
Low Achievers ◽  
High Achievers ◽  
Vocational High School ◽  
Tenth Graders ◽  
Significant Difference ◽  
Tenth Grade ◽  
The Difference ◽  
Clarification Request

The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast

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