Health and Academic Achievement: Cumulative Effects of Health Assets on Standardized Test Scores Among Urban Youth in the United States

As most parents are aware, a nationwide concern exists about elementary mathematics instruction. We constantly hear that the United States lags behind other countries in standardized test scores.

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Using Standardized Test Scores to Include General Cognitive Ability in Education Research and Policy

Journal of Intelligence ◽

10.3390/jintelligence6030037 ◽

2018 ◽

Vol 6 (3) ◽

pp. 37 ◽

Cited By ~ 6

Author(s):

Jonathan Wai ◽

Matt Brown ◽

Christopher Chabris

Keyword(s):

Education Research ◽

Education Policy ◽

Cognitive Ability ◽

Test Scores ◽

Statistical Power ◽

Standardized Test ◽

The United States ◽

Standardized Test Scores ◽

High Status ◽

General Cognitive Ability

In education research and education policy, much attention is paid to schools, curricula, and teachers, but little attention is paid to the characteristics of students. Differences in general cognitive ability (g) are often overlooked as a source of important variance among schools and in outcomes among students within schools. Standardized test scores such as the SAT and ACT are reasonably good proxies for g and are available for most incoming college students. Though the idea of g being important in education is quite old, we present contemporary evidence that colleges and universities in the United States vary considerably in the average cognitive ability of their students, which correlates strongly with other methods (including international methods) of ranking colleges. We also show that these g differences are reflected in the extent to which graduates of colleges are represented in various high-status and high-income occupations. Finally, we show how including individual-level measures of cognitive ability can substantially increase the statistical power of experiments designed to measure educational treatment effects. We conclude that education policy researchers should give more consideration to the concept of individual differences in cognitive ability as well as other factors.

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Associations between Food Group Intake, Cognition, and Academic Achievement in Elementary Schoolchildren

Nutrients ◽

10.3390/nu11112722 ◽

2019 ◽

Vol 11 (11) ◽

pp. 2722 ◽

Cited By ~ 3

Author(s):

Rachel Bleiweiss-Sande ◽

Kenneth Chui ◽

Catherine Wright ◽

Sarah Amin ◽

Stephanie Anzman-Frasca ◽

...

Keyword(s):

Academic Achievement ◽

Cognitive Performance ◽

Test Scores ◽

Standardized Test ◽

Food Group ◽

Cognitive Test ◽

Standardized Test Scores ◽

Food Groups ◽

Sweetened Beverages ◽

Healthful Food

Nutrition plays an important role in proper physical and cognitive functioning. However, there is limited evidence on the relationship between overall diet, cognition, and academic success in children, particularly among low-income and diverse groups. The objective of this study was to examine the relationships between healthful versus less healthful food group intake, cognitive performance, and academic achievement in a diverse sample of schoolchildren. 868 urban schoolchildren (age 8 to 10 years) participated in the study. Intake of healthful (fruits, vegetables, unsweetened beverages) and less healthful (sweet and salty snacks, sugar-sweetened beverages) food groups was determined via a food frequency questionnaire. Digit Span and Stroop test scores were used to assess cognitive performance. Academic achievement was assessed via standardized test scores. Multiple Poisson and multiple linear regression were used to test the associations between diet and cognitive scores. Multiple ordered logistic regression was used to assess the associations between diet and academic achievement. Potential confounders (age, sex, body mass index (BMI) z-score, race/ethnicity, English language learner status, individualized education plan enrollment, physical activity, and parent education level) were tested for inclusion in all models. The sample included 868 children (56.7% girls; 33.2% non-Hispanic white, 26.2% Hispanic, 17.1% multiracial/other, 8.3% non-Hispanic black; 40.5% overweight/obese). The most frequently consumed foods were fruits and sweet snacks (1.9 and 1.6 servings per day, respectively). There were no statistically significant associations between diet and cognitive test scores. Greater intake of less healthful food groups (sweet snacks, salty snacks, and sweetened beverages) was associated with lower math (OR = 0.91, CI [0.84, 0.98], p = 0.014) and English standardized test scores (OR = 0.87, CI [0.80, 0.94, p = 0.001). Greater intake of sweet snacks and fruits was associated with lower English scores (OR = 0.72, 95% CI [0.59, 0.88] p = 0.001; and OR = 0.75, 95% CI [0.72, 0.94] p = 0.003, respectively). Consumption of less healthful food groups was associated with poorer academic achievement. Further research may shed light on unexpected associations between fruit consumption and achievement. Policies targeting multiple dietary components may positively influence child academic achievement and development.

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Associations Between Dietary Intake Patterns, Cognition and Academic Achievement in 3rd and 4th Grade Children from the Fueling Learning Through Exercise Study (P04-096-19)

Current Developments in Nutrition ◽

10.1093/cdn/nzz051.p04-096-19 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

Author(s):

Rachel Bleiweiss-Sande ◽

Kenneth Chui ◽

Catherine Wright ◽

Stephanie Anzman-Frasca ◽

Sarah Amin ◽

...

Keyword(s):

Academic Achievement ◽

Parent Education ◽

Dietary Patterns ◽

Test Scores ◽

Standardized Test ◽

Digit Span ◽

Language Learner ◽

Cognitive Test ◽

Standardized Test Scores ◽

Food Groups

Abstract Objectives Evidence on associations between dietary patterns and academic outcomes is limited. This study examined relationships between dietary pattern, cognitive performance and academic achievement in a diverse sample of children. Methods Reported intake of food groups [fruits, vegetables, sweet and salty snacks, sugar-sweetened and unsweetened beverages], dietary patterns (healthful and unhealthful), cognitive measures (Digit Span and Stroop test) and academic achievement (standardized test scores) were obtained from 3rd and 4th grade urban schoolchildren. Multiple Poisson and multiple linear regression were used to test associations between cognitive scores and diet. Multiple ordered logistic regression was used to assess associations between academic achievement and diet. Potential confounders (age, sex, BMI z-score, race/ethnicity, English language learner status, individualized education plan enrollment, physical activity and parent education level) were included in all models. Results The sample included 868 children (56.7% girls; 33.2% Non-Hispanic white, 26.2% Hispanic, 17.1% multiracial/other, 8.3% Non-Hispanic black; 40.5% overweight/obese). The most frequently consumed foods were fruits and sweet snacks (1.9 and 1.6 servings per day, respectively). There were no statistically significant associations between diet and cognitive test scores. Greater intake of unhealthful food groups (sweet snacks, salty snacks and sweetened beverages) was associated with lower math (OR = 0.91, CI [0.84, 0.98], P = 0.014) and English standardized test scores (OR = 0.87, CI [0.80, 0.94, P = 0.001). Greater intake of sweet snacks and fruits was associated with lower English scores (OR = 0.72, 95% CI [0.59, 0.88] P = 0.001; and OR = 0.75, 95% CI [0.72, 0.94] P = 0.003, respectively). Conclusions Unhealthful dietary patterns were associated with poorer academic achievement. Further research can shed light on unexpected associations between fruit consumption and achievement. Policies targeting multiple dietary components may positively influence child academic achievement and development. Funding Sources Eunice Kennedy Shriver National Institute of Child Health & Human Development, National Institutes of Health and the Boston Foundation. Supporting Tables, Images and/or Graphs

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The Impact Of Lecture Capture On Student Performance In Business Courses

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v12i1.9071 ◽

2015 ◽

Vol 12 (1) ◽

pp. 65-74 ◽

Cited By ~ 7

Author(s):

Neil Terry ◽

Anne Macy ◽

Robin Clark ◽

Gary Sanders

Keyword(s):

Grade Point Average ◽

Test Scores ◽

Standardized Test ◽

The United States ◽

Demographic Variables ◽

Standardized Test Scores ◽

Final Exam ◽

Lecture Capture ◽

Grade Point ◽

Business Courses

This paper examines the effect of the e-learning technology of lecture capture on the performance of undergraduate business students in business law, economics, finance, and management courses. The sample consists of 890 student observations at a midsized regional institution located in the Southwestern region of the United States. The dependent variable is percentage score on a comprehensive final exam in advanced business courses. The empirical model controls for effort, grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic variables are gender, ethnic background, age, major, and transfer students. Effort measured via homework score, grade point average, ability measured via standardized test scores, academic major, and access to lecture capture are the five model variables that are positive and statistically significant. Age, classification as a transfer student, and online courses without lecture capture are the three statistically significant variables with a negative coefficient. The demographic variables associated with African-American, Hispanic, and gender are not statistically significant determinants of performance on the final exams. The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant.

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Geographic Variation in the Gender Differences in Test Scores

The Journal of Economic Perspectives ◽

10.1257/jep.24.2.95 ◽

2010 ◽

Vol 24 (2) ◽

pp. 95-108 ◽

Cited By ~ 67

Author(s):

Devin G Pope ◽

Justin R Sydnor

Keyword(s):

Gender Gap ◽

Test Scores ◽

Standardized Test ◽

The United States ◽

Gender Disparities ◽

Standardized Test Scores ◽

Math And Science ◽

Science Scores ◽

Heated Debate ◽

New Perspective

The causes and consequences of gender disparities in standardized test scores—especially in the high tails of achievement—have been a topic of heated debate. The existing evidence on standardized test scores largely confirms the prevailing stereotypes that more men than women excel in math and science while more women than men excel in tests of language and reading. We provide a new perspective on this gender gap in test scores by analyzing the variation in these disparities across geographic areas. We illustrate that male–female ratios of students scoring in the high ranges of standardized tests vary significantly across the United States. This variation is systematic in several important ways. In particular, states where males are highly overrepresented in the top math and science scores also tend to be states where women are highly overrepresented in the top reading scores. This pattern suggests that states vary in their adherence to stereotypical gender performance, rather than favoring one sex over the other across all subjects. Furthermore, since the genetic distinction and the hormonal differences between sexes that might affect early cognitive development (that is, innate abilities) are likely the same regardless of the state in which a person happens to be born, the variation we find speaks to the nature-versus-nurture debates surrounding test scores and suggests environments significantly impact gender disparities in test scores.

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Food Insecurity and Standardized Test Scores

SSRN Electronic Journal ◽

10.2139/ssrn.2723387 ◽

2015 ◽

Author(s):

Amarendra Sharma ◽

Abigail Carr

Keyword(s):

Food Insecurity ◽

Test Scores ◽

Standardized Test ◽

Standardized Test Scores

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Combining Outcome-Based and Preference-Based Matching: A Constrained Priority Mechanism

Political Analysis ◽

10.1017/pan.2020.48 ◽

2021 ◽

pp. 1-24

Author(s):

Avidit Acharya ◽

Kirk Bansak ◽

Jens Hainmueller

Keyword(s):

Machine Learning ◽

Host Country ◽

Real World ◽

Test Scores ◽

Standardized Test ◽

Market Design ◽

Standardized Test Scores ◽

Real World Data ◽

Refugee Families ◽

Strategy Proof

Abstract We introduce a constrained priority mechanism that combines outcome-based matching from machine learning with preference-based allocation schemes common in market design. Using real-world data, we illustrate how our mechanism could be applied to the assignment of refugee families to host country locations, and kindergarteners to schools. Our mechanism allows a planner to first specify a threshold $\bar g$ for the minimum acceptable average outcome score that should be achieved by the assignment. In the refugee matching context, this score corresponds to the probability of employment, whereas in the student assignment context, it corresponds to standardized test scores. The mechanism is a priority mechanism that considers both outcomes and preferences by assigning agents (refugee families and students) based on their preferences, but subject to meeting the planner’s specified threshold. The mechanism is both strategy-proof and constrained efficient in that it always generates a matching that is not Pareto dominated by any other matching that respects the planner’s threshold.

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