School expenditures and academic achievement differences between high-ELL-performing and low-ELL-performing high schools

This study introduces a measure for school burnout and examines its validity and reliability among students in upper secondary high schools and vocational schools by using confirmatory factor analysis. School-related burnout comprises three dimensions: (a) exhaustion at school, (b) cynicism toward the meaning of school, and (c) sense of inadequacy at school. A total of 1418 (709 girls, 709 boys) adolescents from 13 postcomprehensive schools (6 upper secondary high schools, 7 vocational schools) filled in a questionnaire concerning their school burnout and background variables. The results showed that the three-factor solution, compared to one- or two-factor solutions, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but separate constructs. Finally, concurrent validity for the School-Burnout Inventory (SBI) was found when the correlations of depressive symptoms, school engagement, and academic achievement with each of the three dimensions of school burnout were examined: The more depressive symptoms adolescents suffered, the more exhaustion, cynicism, and inadequacy they reported; and the lower their academic achievement and school engagement, the more cynicism and inadequacy they reported.

Download Full-text

Catholic High Schools and Rural Academic Achievement

Catholic Schools ◽

10.1007/978-1-4757-3335-8_5 ◽

2001 ◽

pp. 53-72

Author(s):

William Sander

Keyword(s):

Academic Achievement ◽

High Schools ◽

Catholic High Schools

Download Full-text

School Starting Age and Academic Achievement: Evidence from China's Junior High Schools

SSRN Electronic Journal ◽

10.2139/ssrn.2880446 ◽

2016 ◽

Author(s):

Shiying Zhang ◽

Zhong Ruoyu ◽

Junchao Zhang

Keyword(s):

Academic Achievement ◽

High Schools ◽

Junior High ◽

Junior High Schools

Download Full-text

Depressive disorder in academic and family structure in Vietnamese adolescents

International Journal of Ayurvedic Medicine ◽

10.47552/ijam.v12i3.1862 ◽

2021 ◽

Vol 12 (2) ◽

pp. 280-285

Author(s):

Be Thi Ngoc Nguyen ◽

Hung Thanh Nguyen

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

High Schools ◽

Suicidal Ideation ◽

Depressive Disorder ◽

Activities Of Daily Living ◽

Family Structure ◽

Beck Depression Inventory ◽

Daily Living ◽

Symptoms Of Depression

The symptoms of depression are related to low academic achievement, suicidal ideation and cause emotional sufferings, fundamental impairments which can influence students' abilities to perform essential activities of daily living. This study conducted to examine the relationships between depression and not only academic performance but also family structure. This study used the Beck Depression Inventory-II to survey 1336 students from secondary and high schools in Hue province, Vietnam. The findings of our study showed that there were associations between levels of depression and academic performance. Students with good or excellent academic performance were more likely to increase depression than others. Besides, students who had divorced or separated parents were more likely to increase depression gradually than the others. Context: The symptoms of depression are related to low academic achievement, suicidal ideation and cause emotional sufferings, fundamental impairments which can influence students' abilities to perform essential activities of daily living. Aims: This study conducted to examine the relationships between depression and not only academic performance but also family structure. Methods and Material: This study used the Beck Depression Inventory-II to survey 1336 students from secondary and high schools in Hue province, Vietnam. Results: The findings of our study showed that there were associations between levels of depression and academic performance. Conclusions: Students with good or excellent academic performance were more likely to increase depression than others. Besides, students who had divorced or separated parents were more likely to increase depression gradually than the others.

Download Full-text

Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification

Teachers College Record ◽

10.1177/016146811011200406 ◽

2010 ◽

Vol 112 (4) ◽

pp. 1038-1063 ◽

Cited By ~ 6

Author(s):

Chandra Muller ◽

Catherine Riegle-Crumb ◽

Kathryn S. Schiller ◽

Lindsey Wilkinson ◽

Kenneth A. Frank

Keyword(s):

High School ◽

Academic Achievement ◽

African American ◽

High Schools ◽

Minority Students ◽

Adolescent Health ◽

Latino Students ◽

Educational Opportunity ◽

Racially Diverse ◽

Senior Year

Background/Context Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. Purpose/Objective/Research Question/Focus of Study This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. Setting This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994–1995. Population/Participants/Subjects Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). Research Design Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students’ achievement by the end of high school, relative to the Whites and Asians in the school. Specifically, we estimate the effects of Whites’ and Asians’ overrepresentation in sophomore-year math (or Latino or African American underrepresentation) within the school on students’ senior-year grades and their postsecondary enrollment. Findings/Results Findings show that schools vary in the extent to which African American and Latino students are underrepresented in advanced sophomore math classes. This pattern of racial inequality in schools is associated with lower minority senior-year grades and enrollment in 4-year postsecondary institutions, net of students’ own background. Conclusions/Recommendations Evidence consistently suggests that schools can play an active role in the provision of opportunities for social mobility or in the exacerbation of social inequality, depending on how they are structured. It is important to consider racial stratification within schools as a mechanism of inequality of educational opportunity.

Download Full-text

Factors Affecting Students’ Academic Achievement according to the Teachers’ Opinion

Education Reform Journal ◽

10.22596/erj2021.06.01.1.18 ◽

2021 ◽

Vol 6 (1) ◽

pp. 1-18

Author(s):

Mehmet Ozcan

Keyword(s):

Academic Achievement ◽

High Schools ◽

Academic Success ◽

School Environment ◽

Role Model ◽

Professional Competence ◽

Economic Effects ◽

Study Group ◽

History Teachers ◽

Factors Affecting

The aim of this research is to reveal the ideas of teachers serving in high schools regarding the factors that affect students’ academic achievement. For this purpose, the aim is to investigate and reveal in depth the thoughts of teachers serving in high schools. The research was designed with the case study type of qualitative research method. The study group of this research consists of 11 female, 9 male branch teachers employed in high schools. The participants’ professional experience ranged from 1 to 13 years. The participant group consisted of 5 Turkish language and literature teachers, 5 mathematics teachers, 3 English teachers, 2 history teachers, 1 biology teacher, 1 information technology teacher, 1 chemistry teacher, 1 physics teacher and 1 physical education teacher. The study group was determined with the criterion sampling type of purposive sampling method. The criteria determined for this research were that teachers should be working in high schools, be branch teachers and be serving in schools in the province and district. According to the research findings family education level effects students’ academic success in terms of academic support, being a role model, concern, intellectual and motivation dimensions; school’s physical conditions effects students’ academic success in terms of learning, motivation and creativity; School Management effects students’ academic success in terms of operation and attitude. School Environment effects students’ academic success in terms of motivation, social effects and socio-economic effects. Teacher effects students’ academic success in terms professional competence, being a role model, communication, attitude, motivation and guidance.

Download Full-text