The Relationship Between Biblical Literacy, Academic Achievement, and School Behavior Among Christian- and Public-School Students

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups. Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities). The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

Download Full-text

Academic Differences Between an Urban Nativity School and an Urban Public School District

Psychological Reports ◽

10.1177/0033294120967274 ◽

2020 ◽

pp. 003329412096727

Author(s):

Kristen Haeberlein ◽

Paul J. Handal ◽

Luke Evans

Keyword(s):

High School ◽

Academic Achievement ◽

Public School ◽

School District ◽

Postsecondary Education ◽

Dropout Rate ◽

Public School District ◽

School Students ◽

Public School Students ◽

Urban Public School

Previous research suggests that both poverty and minority status significantly influence academic achievement. Nativity schools, which have been extensively researched, have been found effective for students coming from low socioeconomic statuses and diverse backgrounds. Differences were examined between an urban public school district and an urban parochial school that uses the Nativity model (henceforth referred to as Nativity School). The purpose of this study was to determine if students from Nativity School were able to achieve significantly above that which urban public school students achieved. Specifically, academic achievement in the areas of mathematics, language arts, and science were analyzed, as well as high school dropout rate, high school graduation rate, and entrance into postsecondary education. Nativity School used the Iowa Test of Basic Skills (ITBS) to measure achievement longitudinally and reported stanines and local and national percentile ranks, while the public school system used the Missouri Assessment Program (MAP) and provided four descriptor categories (i.e., Below Basic, Basic, Proficient, and Advanced). Below Basic and Basic referred to students who demonstrate the skills outlined by the Missouri Show-Me Standards inconsistently and/or incorrectly, while students who perform in the Proficient and Advanced categories demonstrate these skills consistently, at or above grade level. Results revealed Nativity School students significantly improved their academic achievement scores and were more likely than urban public school students to graduate high school and enroll in postsecondary school. Interpretation and implications of these results and limitations are explored.

Download Full-text

Reasons for low academic achievement among public school students from the point of view of mathematics teachers in the city of Aqaba: أسباب تدني التحصيل الدراسي لدى طلبة المدارس الحكوميّة من وجهة نظر معلمي الرياضيات في مدينة العقبة

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.e090721 ◽

2021 ◽

Vol 5 (51) ◽

pp. 54-38

Author(s):

Asma Ismail Al-Issa Asma Ismail Al-Issa

Keyword(s):

Academic Achievement ◽

Public School ◽

Mathematics Teachers ◽

Point Of View ◽

School Students ◽

Arithmetic Means ◽

Financial Return ◽

Arithmetic Average ◽

Public School Students ◽

The City

The study aimed to identify the reasons for the low academic achievement of public school students from the point of view of mathematics teachers in the city of Aqaba. For data analysis, arithmetic means, standard deviations, t-test for independent samples, one-way analysis of variance, and (LSD) test were used. This is significant in terms of the arithmetic average, which amounted to (3.66), as it was found that the most important reasons for low achievement are the lack of incentives for the creative student, in addition to the fact that parents’ preoccupation with their children does not encourage education, and the weak financial return for the teacher, as well as the lack of incentives for the creative teacher, and based on the The results of the study The researcher made several recommendations, the most important of which were: the necessity for mathematics teachers to use incentives for students in basic schools in order to increase their academic achievement, and the need for mathematics teachers to follow appropriate methods in the education process in order to increase their academic achievement. The level of academic achievement.‏

Download Full-text

Why do so Many Urban Public School Students Demonstrate so Little Academic Achievement?

Schooling Students Placed at Risk ◽

10.4324/9781410605597-9 ◽

2013 ◽

pp. 59-84

Keyword(s):

Academic Achievement ◽

Public School ◽

School Students ◽

Public School Students ◽

Urban Public School ◽

Do So

Download Full-text

Physical Fitness and Academic Achievement in Third- and Fifth-Grade Students

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.29.2.239 ◽

2007 ◽

Vol 29 (2) ◽

pp. 239-252 ◽

Cited By ~ 389

Author(s):

Darla M. Castelli ◽

Charles H. Hillman ◽

Sarah M. Buck ◽

Heather E. Erwin

Keyword(s):

Academic Achievement ◽

Physical Fitness ◽

School Performance ◽

Field Tests ◽

Academic Standards ◽

Fifth Grade ◽

School Students ◽

Public School Students ◽

Fifth Grade Students ◽

The Relationship

The relationship between physical fitness and academic achievement has received much attention owing to the increasing prevalence of children who are overweight and unfit, as well as the inescapable pressure on schools to produce students who meet academic standards. This study examined 259 public school students in third and fifth grades and found that field tests of physical fitness were positively related to academic achievement. Specifically, aerobic capacity was positively associated with achievement, whereas BMI was inversely related. Associations were demonstrated in total academic achievement, mathematics achievement, and reading achievement, thus suggesting that aspects of physical fitness may be globally related to academic performance in preadolescents. The findings are discussed with regards to maximizing school performance and the implications for educational policies.

Download Full-text

Novos modelos de educação superior

10.31012/978-65-5861-123-3 ◽

2020 ◽

Author(s):

Manuel Tavares Gomes ◽

Eduardo Santos ◽

Sandra Gomes ◽

Daniel Pansarelli ◽

Donizete Mariano ◽

...

Keyword(s):

Higher Education ◽

Public School ◽

Empirical Research ◽

Graduate Program ◽

Point Of View ◽

School Students ◽

Public School Students ◽

New Models ◽

Cognitive Justice ◽

Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

Download Full-text