Advanced Academic Participation

2017 ◽  
Vol 40 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Todd Kettler ◽  
Luke T. Hurst
Keyword(s):  
College Readiness ◽  
White Students ◽  
International Baccalaureate ◽  
Minority Faculty ◽  
School Factors ◽  
Grade Point ◽  
Suburban High Schools ◽  
Transition From High School ◽  
Talented Students ◽  
Over Time

Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time ( d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps.

The Psychological Well-Being of Taiwanese Youth

2009 ◽  
Vol 24 (3) ◽  
pp. 397-429 ◽  
Author(s):  
Chin-Chun Yi ◽  
Chyi-In Wu ◽  
Ying-Hwa Chang ◽  
Ming-Yi Chang
Keyword(s):  
Depressive Symptoms ◽  
Growth Curve ◽  
Panel Study ◽  
School Context ◽  
Subsequent Development ◽  
Well Being ◽  
Quadratic Growth ◽  
School Factors ◽  
Psychological Well Being ◽  
Over Time

This study examines the growth trajectory of the psychological well-being of Taiwanese adolescents from early to late adolescence. Under the competitive educational system in Taiwan, family and school context are two major loci accounting for the developmental outcome. Data are taken from the Taiwan Youth Project, which is a longitudinal panel study of 2696 students since the year 2000. The study uses individual depressive symptoms as the dependent variable. Family cohesion, family educational strategy as well as classroom effects at school are chosen to indicate the potential contextual influence. Using the latent growth curve method, the analysis confirms that family and school factors do produce different effects over time. Family context is salient at the initial status, but not for subsequent development. Class cohesion as well as adolescents' perceptions of unfairness by teachers determine the depressive level, the linear slope and the non-linear quadratic growth curve. In other words, once the adolescent gets used to junior high school, the school context tends to exert more pronounced effects. Further analysis on gender comparisons indicates that selective family and school effects are more pronounced among females, with a greater degree of depressive symptoms over time. The article concludes that while family and school have different impacts on the growth curve of individual depressive symptoms, the school context exerts salient effects over an adolescent's life course.

scholarly journals Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science

2020 ◽  
Vol 31 (3) ◽  
pp. 254-297 ◽  
Author(s):  
C. June Maker ◽  
Robert H. Zimmerman
Keyword(s):  
Low Income ◽  
Concept Maps ◽  
Field Testing ◽  
Original Research ◽  
Grade Point ◽  
Special Programs ◽  
Science Assessments ◽  
Conventional Methods ◽  
Talented Students ◽  
Partner Schools

Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists. In this article, we describe development, field testing, and implementation of the concept map assessments in life and physical science. Assessments were field tested in partner schools with high percentages of American Indian (97% to 100%) and Hispanic (83%) low-income students. Students were selected by considering their performance on all six assessments and were placed in internships along with students selected using conventional methods. Concept maps were successful: (a) students from partner schools demonstrated high levels of domain-relevant skills; (b) scores approximated a normal distribution; (c) scores of students from culturally diverse, low-income groups were very similar to the scores of students selected using conventional methods even though many of conventionally identified students had high grade point averages and came from schools in high-income areas with many educational opportunities. Students completed original research and presented posters to the university community and their local communities. Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts.

scholarly journals Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results

2020 ◽  
Vol 31 (3) ◽  
pp. 298-328
Author(s):  
Fahad S. Alfaiz ◽  
Randy Pease ◽  
C. June Maker
Keyword(s):  
High School Students ◽  
Low Socioeconomic Status ◽  
Physical Science ◽  
Field Testing ◽  
School Students ◽  
Grade Point ◽  
Problem Solving Skills ◽  
Average Rating ◽  
Talented Students ◽  
Technical Assessment

During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students’ creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1), with an average grade point average (GPA) of 3.93, had an average rating of 2.95 on a 5-point scale on the mechanical–technical assessment. The M2 students, who were from schools with high percentages of Hispanic, American Indian, and low socioeconomic status (SES) students, had an average GPA of 3.07 and an average rating of 3.27, demonstrating that this assessment can be an important way to change the cultural and economic balance of students identified as exceptionally talented in Science, Technology, Engineering, and Mathematics (STEM). Other researchers are encouraged to examine the validity of the mechanical–technical assessment to identify exceptionally talented students in different groups.

scholarly journals Promoting Effects of Abilities While Enhancing Probability of College-Success: A Moderation Role of Higher Education

2021 ◽  
Vol 14 (2) ◽  
pp. 101-117
Author(s):  
Lemecha Wariyo ◽  
Amare Asgedom
Keyword(s):  
Higher Education ◽  
General Education ◽  
Grade Point Average ◽  
College Readiness ◽  
College Success ◽  
Entrance Examination ◽  
Education Student ◽  
Grade Point ◽  
Ex Post ◽  
Conditional Effect

Studies revealed that college readiness promotes college success and higher education student learning outcomes. This study opted to 1) analyze the total effect and the conditional effect of college readiness on college success by university generations and departments; 2) analyze the differences in the probability of college success across departments and university generations; 3) describe the quality of university generations in terms of the conditional effects and the probabilities of college success. The study is an ex post facto research. The Ethiopian 1st, 2nd, and 3rd generation universities; and the Ethiopian National Assessment and Evaluation Agency officers were the population of the study. The total sample size was 551. The Ethiopian General Education School Leaving Certificate Examination Grade Point Average, the Ethiopian Higher Education Entrance Examination score, and the College Cumulative Grade Point Average of the students were sources of the data. Using the Process Procedure for Software Package for Social Sciences, the binomial logistic regression was conducted. Maintaining the highest total conditional effect of college readiness on college success while heightening the probability of college success at a value of college readiness has been interpreted as a trait of the high performing university generation.

scholarly journals Disparities at the entrance door: gender gaps in elementary school

2018 ◽  
Vol 44 (0) ◽  
Author(s):  
Lina Martínez ◽  
Natalia Serna
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Standardized Test ◽  
Early Years ◽  
School Factors ◽  
Gender Gaps ◽  
Cross Sectional ◽  
Entrance Door ◽  
The Usa ◽  
Over Time

Abstract A sizable body of literature has concluded that males do better in math compared with females. Although differences have narrowed over time, generally speaking males do better on standardized test scores. However, there is no agreement on when such disparity appears and how big the differences are. This paper explores at what point during elementary school gender differences appear, when these become significant and how the gap evolves as children progress at early years. To explain differences by gender, math scores are used. Data comes from the Early Childhood Longitudinal Program (ECLS-K) in the USA. Longitudinal and cross-sectional analysis are conducted. Gender gaps are decomposed through the use of ñopo-match. Results show that gender gaps are almost inexistent at the beginning of schooling but they broaden rapidly. Between first and fifth grade, gender gaps increase by 60.8%. The unexplained components of gender differences increase over time, which suggests that the importance of socioeconomic and school factors decreases as children progress in the school.

scholarly journals Estimating School Race/Ethnic Enrollment Effects on Student Mental Health: Density and Diversity as a Risk or Protective Factor

2021 ◽  
Vol 31 (2) ◽  
pp. 205-216
Author(s):  
Melissa J. DuPont-Reyes ◽  
Alice P. Villatoro ◽  
Jo C. Phelan ◽  
Kris Painter ◽  
Bruce G. Link
Keyword(s):  
Mental Health ◽  
Ethnic Identity ◽  
Acculturative Stress ◽  
White Students ◽  
Significant Interaction ◽  
Protective Factor ◽  
High Stress ◽  
School Factors ◽  
Ethnic Density ◽  
Student Mental Health

Objective: To investigate effects of school race/ethnic enrollment on mental health in early adolescence by examining both race/ ethnic density (percent non-Latinx [NL] White enrollment) and diversity (range/size of all race/ethnic groups enrolled). Variation by student race/ethnic identity is examined as minority stressors are uniquely experi­enced by race/ethnic minority students.Design: Longitudinal cohort from a broader mental health study.Setting: Fourteen schools in Texas (2011- 2015).Participants: Sixth-grade participants (mean age 11.5 years) linked to publicly available data about their school (N=389).Methods: Generalized estimating equations tested main effects of density/diversity on depressive-anxious symptoms across stu­dent-reported race/ethnic identity, adjusting for student/school factors. Owing to statisti­cally significant Latinx-group differences by acculturative stress, four unique identities were generated: NL-Black, low-stress Latinx, high-stress Latinx, and NL-White—referent. Points of convergence of student mental health profiles across density/diversity were explored.Main Outcome Measures: Self-reported depressive-anxious symptoms over a two-year period.Results: A significant interaction between density and student race/ethnicity was found (P<.01), with NL-Black and low-stress Latinx vs NL-White students experi­encing higher symptoms over the two-year period, net of covariates. In contrast, greater diversity was associated with higher symp­toms, net of controls (P<.05). A marginally significant interaction (P=.06) revealed fewer symptoms for high-stress Latinx vs NL-White students. At about 25%, NL-White density and diversity of .5-.6, all students experienced similar mental health profiles.Conclusions: Greater NL-White density increases mental health risk for NL-Black and low-stress Latinx students, while school diversity lowers risk for high-stress Latinx students. These findings demonstrate how educational settings may produce or lessen minority stress.Ethn Dis. 2021;31(2):205- 216; doi:10.18865/ed.31.2.205

College Readiness: Differences Between First-Year Undergraduates With and Without ADHD

2020 ◽  
pp. 002221942097269 ◽  
Author(s):  
Will H. Canu ◽  
Anne E. Stevens ◽  
Loren Ranson ◽  
Elizabeth K. Lefler ◽  
Patrick LaCount ◽  
...  
Keyword(s):  
College Readiness ◽  
College Education ◽  
First Year ◽  
Lower Grade ◽  
Grade Point ◽  
Hyperactivity Disorder ◽  
Education College ◽  
Specific Skill ◽  
Students With Adhd ◽  
Living Skills

Attention-deficit/hyperactivity disorder (ADHD) is characterized by inattentive, hyperactive, and impulsive behaviors. Impairment in individuals diagnosed with ADHD is significant; one such domain of impairment is achieving a college education. College students with ADHD tend to have lower grade point averages, take longer to graduate, and have higher dropout rates than individuals without ADHD. Those with ADHD may be inadequately prepared for college. College readiness can be broken into self-determination, academic skills, and daily living skills, all of which are possible areas of deficit for individuals with ADHD, given their common characteristics. In the current study, we examined differences in college readiness in undergraduates with and without ADHD. In general, students with ADHD were found to be less prepared for college than those without ADHD, and specific areas of unpreparedness were identified. The findings support the need for intervention for students with ADHD before or early in their college careers. Further research on specific skill deficits and ameliorative steps is needed.

Fourth-grade gifted students participation in literature circles

2019 ◽  
Vol 35 (2) ◽  
pp. 121-135
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Title I ◽  
Gifted And Talented ◽  
International Baccalaureate ◽  
Gifted Students ◽  
Literature Circles ◽  
Instructional Time ◽  
School Students ◽  
Mainstream Classrooms ◽  
And Mathematics ◽  
Talented Students

This qualitative, practitioner study explored how gifted students, who were not necessarily sophisticated readers, first participated in literature circles. The students were enrolled in a US Title I, magnet Science, Technology, Engineering, and Mathematics (STEM)/International Baccalaureate World Academy (IB) school. Students routinely participated in inquiry science activities, but rarely in literacy instruction in their mainstream classrooms. Their gifted and talented students (GATE) teacher provided an opportunity for them to participate in literature circles within their GATE instructional time. Students responded to their reading by writing, drawing, and discussing. Their earliest responses were closely tied to their reading. Later responses were inferential where they offered multiple interpretations.

Summer Honors Academy: A Descriptive Analysis and Suggestions for Advising Academically Talented Students

2000 ◽  
Vol 20 (2) ◽  
pp. 38-45 ◽  
Author(s):  
Robert E. Glennen ◽  
David J. Martin ◽  
Heather M. Walden
Keyword(s):  
High School Students ◽  
Postsecondary Education ◽  
Descriptive Analysis ◽  
Academically Talented ◽  
School Students ◽  
Grade Point ◽  
Business Engineering ◽  
Talented Students ◽  
Academically Talented Students ◽  
Honors Academy

A follow-up study of the Kansas Regents Honors Academy participants between 1987 and 1998 was conducted. The study examined characteristics of Honors Academy participants in several areas, including the number of attendees who enrolled in Regents universities, their majors, cumulative grade-point averages, degrees obtained, gender, and ethnicities. The results of this study support previous literature, indicating that Honors Academy attendees were more likely to be white females who pursued postsecondary education in the their home state and entered the fields of biological sciences, social sciences, business, engineering, English, and education. Suggestions for advising academically talented high school students are provided.

Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs

2018 ◽  
Vol 62 (4) ◽  
pp. 350-373 ◽  
Author(s):  
Shannon M. Suldo ◽  
Elizabeth Shaunessy-Dedrick ◽  
John Ferron ◽  
Robert F. Dedrick
Keyword(s):  
Mental Health ◽  
High School Students ◽  
General Education ◽  
Advanced Placement ◽  
International Baccalaureate ◽  
Mental Health Problems ◽  
Subsequent Development ◽  
Self Report ◽  
School Factors ◽  
Factors Associated

Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students’ academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2,379 students (Grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent–child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success.

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