Interlocking Inequalities: Digital Stratification Meets Academic Stratification

This article examines the effects of digital inequality in conjunction with curricular tracking on academic achievement. Capitalizing on an original survey administered to seniors (fourth-year secondary school students), our survey data ( N = 972) come from a large American public high school with a predominantly disadvantaged student body. The school’s elective tracking system and inadequate digital resources make for an excellent case study of the effects of a differentiated curriculum and digital inequalities on academic achievement. Multilevel random-effects and fixed-effects regression models applied to the survey data reveal the important role played by digital inequalities in shaping academic achievement as measured by GPA. As the models establish, academic achievement is positively correlated with both duration of digital experience and usage intensity regarding academically useful computing activities, even when students’ curricular and class placement are taken into account. In contrast, both leisure computing and smartphone usage are negatively correlated with academic achievement as measured by GPA. Also with regard to GPA, findings show that students in the higher curricular tracks benefit more from longer durations of digital experience than do students in lower curricular tracks. These results underscore the importance of focusing attention on the ways in which digital inequalities combine with curricular tracking in shaping academic achievement.

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The Psychosocial Factors of Academic Achievement: Three Different Theoretical Models

Acta de Investigación Psicológica ◽

10.22201/fpsi.20074719e.2019.3.326 ◽

2019 ◽

Vol 9 (3) ◽

pp. 100-113

Author(s):

Martha Patricia Gutiérrez Tapia ◽

Alejandra Del Carmen Domínguez Espinosa ◽

María Mercedes Ruiz Muñoz ◽

Jaime Fuentes Balderrama ◽

Emiliano Gutiérrez Fierros

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Self Efficacy ◽

Explanatory Power ◽

Theoretical Models ◽

Self Control ◽

Public High School ◽

School Students ◽

Fit Statistics

Within individual factors that affect academic achievement, personality traits have been the least explored eventhough there is evidence that suggest conscientiousness, neuroticism and self-efficacy are direct contributors ofacademic achievement. We used a sample of 725 Mexican public high school students (Mage =18, SDage =1.09,59% female) to test three Path Analysis models based on those proposed by Stajkovic, Bandura, Locke, Lee andSergent, (2018). Although the models present very similar fit statistics and explanatory power, the intrapersonalmodel is more parsimonious, presents better fit indices and was therefore chosen as our final model. The modelidentifies middle school GPA, self-efficacy, neuroticism and conscientiousness as direct predictors of high schoolacademic achievement, and both extraversion and academic self-concept as indirect predictors when mediatedby self-efficacy. Students can use the power of their own self-efficacy beliefs as support for staying in school,boosting their aptitudes and enhancing previously acquired knowledge. We would suggest the addition of stronger correlates to high school academic achievement such as self-control as well as experimental data on how easy cognitions and capabilities can change in the sample.

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Academic Achievement in Algebra of the Public High School Students in the New Normal

Philippine Social Science Journal ◽

10.52006/main.v4i3.381 ◽

2021 ◽

Vol 4 (3) ◽

pp. 65-74

Author(s):

Diana B. Rodrigo ◽

Alfredo D. Alave

Keyword(s):

Academic Achievement ◽

High School Students ◽

Educational Attainment ◽

Quadratic Functions ◽

Public High School ◽

Achievement Level ◽

School Students ◽

New Normal ◽

The Public ◽

Significant Difference

This study describes the academic achievement level in Algebra of the public secondary school students in the new normal as a whole and when grouped according to sex and parent's highest educational attainment. Utilizing descriptive-comparative and correlational designs, the academic achievement level, significant differences and relationships among the variables, and the perceived learning difficulties in Quadratic Functions were determined using mean, Mann-Whitney, Kruskal Wallis, Chi-square test of association, Spearman rank correlation, and frequency and percentage distribution. Results showed that the academic achievement level was low; no significant difference and relationship between sex and academic achievement level; there was a significant difference and relationship between parent's highest educational attainment and achievement level, and students' top difficulty is transforming quadratic functions into the form f(x)=[a(x-h)^2]+k. Therefore, Algebra teachers, school heads, and parents should take necessary interventions to address the problem.

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New Stakes and Standards, Same Ol' Spending? Evidence from New York City High Schools

Education Finance and Policy ◽

10.1162/edfp.2007.2.1.74 ◽

2007 ◽

Vol 2 (1) ◽

pp. 74-99

Author(s):

Patrice Iatarola ◽

Ross Rubenstein

Keyword(s):

High School ◽

New York ◽

High School Students ◽

Graduation Rates ◽

Fixed Effects ◽

New York State ◽

School Level ◽

School Resources ◽

School Students ◽

Fixed Effects Regression

In 1996, New York State began requiring all graduating high school students (starting with the Class of 1999) to pass rigorous end-of-course exams in five subjects. This study explores whether high school resources have been reallocated in the wake of these new standards and whether reallocation patterns differ among high- and low-graduation-rate schools. Using a six-year panel of school-level data, we model resources as a function of school and student characteristics, school graduation rates, and school fixed effects. Regression analyses reveal increases in direct services spending, while the percentage of more experienced and educated teachers fell. We find little evidence, though, of differential patterns related to graduation rates, with the exception of teacher licensure and nonpersonnel expenditures. The findings suggest that schools may have limited ability to redeploy nonteacher resources in the short term. While other funds may be reallocated, these represent a small share of total school resources.

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How College Students Use Advanced Placement Credit

American Educational Research Journal ◽

10.3102/0002831218807428 ◽

2018 ◽

Vol 56 (3) ◽

pp. 925-954 ◽

Cited By ~ 4

Author(s):

Brent J. Evans

Keyword(s):

Higher Education ◽

High School ◽

High School Students ◽

Advanced Placement ◽

Fixed Effects ◽

School Students ◽

College Credit ◽

Time To Degree ◽

College Credits ◽

Fixed Effects Regression

Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.

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