The Relationship of Average Scores on Intelligence and Reading Tests to Percentages of Minority Group Students in Elementary Schools and High Schools in a Large Metropolitan Area

1971 ◽  
Vol 31 (2) ◽  
pp. 539-540
Author(s):  
William B. Michael ◽  
Robert A. Smith ◽  
Young B. Lee
Keyword(s):  
Elementary Schools ◽  
High Schools ◽  
Metropolitan Area ◽  
Minority Group ◽  
Reading Tests ◽  
Large Metropolitan Area ◽  
Minority Group Students ◽  
Relationship Of ◽  
The Relationship

scholarly journals ALTERNATIVE DELIVERY MODE (ADM) PROGRAM DELIVERY AND PERFORMANCE OF STUDENTS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Nelson E. Lucero
Keyword(s):  
Academic Performance ◽  
Elementary Schools ◽  
Significant Relationship ◽  
Delivery Mode ◽  
Gender And Age ◽  
Significant Difference ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship ◽  
Alternative Delivery

Alternative Delivery Mode (ADM) of instruction had become an option of schools, parents, and learners to access education. Despite its implementation for several years, research on its delivery and students’ academic performance was not endeavored. Hence, this study was conducted to determine the relationship of Alternative Delivery Mode (ADM) program and performance of the students. The respondents of the study were 30 students from nine elementary schools in the Division of Digos, Davao del Sur. Results showed that most of the respondents enrolled in the Alternative Delivery Mode (ADM) were male, at age 11, and were laborers. Most of them were low performers. The respondents rated the Alternative Delivery Mode (ADM) implementation as moderate. It further revealed that there was no significant difference in the level of implementation of Alternative Delivery Mode in terms of gender and age but it showed significant relationship between the level of implementation of the program and the performance of the students. Intensification of Alternative Delivery Mode (ADM) was recommended. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools

2020 ◽  
Vol 49 (3) ◽  
pp. 198-211 ◽  
Author(s):  
Elaine M. Allensworth ◽  
Kallie Clark
Keyword(s):  
High School ◽  
High Schools ◽  
School Effects ◽  
Academic Readiness ◽  
College Completion ◽  
College Graduation ◽  
Act Scores ◽  
Act Score ◽  
Relationship Of ◽  
The Relationship

High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak and smaller than high school effects, and the slope of the relationship varies by high school.

Sign in / Sign up

Export Citation Format

Share Document