scholarly journals COVID-19 Resulted in Lower Grades for Male High School Students and Students With ADHD

2021 ◽  
pp. 108705472110442
Author(s):  
Rosanna Breaux ◽  
Nicholas C. Dunn ◽  
Joshua M. Langberg ◽  
Caroline N. Cusick ◽  
Melissa R. Dvorsky ◽  
...  
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Low Income ◽  
At Risk Students ◽  
The United States ◽  
Grade Point ◽  
School Year ◽  
Students With Adhd ◽  
The Impact

Objective: Researchers have speculated that the COVID-19 pandemic may expand the academic performance gap experienced by at-risk students. We examined learning experiences during the 2020 to 2021 school year and the impact the pandemic has had on high school student grade point average (GPA), including predictors of change in GPA from 2019–2020 to 2020–2021. Method: Participants were 238 adolescents (55.5% male), 49.6% with attention-deficit/hyperactivity disorder (ADHD), in the United States. Adolescents reported on their GPAs via online surveys. Results: GPA significantly decreased on average from 2019–2020 to 2020–2021 school year. ADHD status and biological sex significantly moderated change—students with ADHD and male students reported decreased GPA, whereas students without ADHD and female students’ GPA did not change. Low income and Black/Latinx students had lower GPAs in both school years. Conclusion: It is imperative that additional supports be provided for at-risk students to help them catch up on missed learning during the pandemic.

scholarly journals ACADEMICALLY AT-RISK HIGH SCHOOL

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Brad Grot ◽  
Annette Abel ◽  
Holly Abel
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Counselor ◽  
School Setting ◽  
School Students ◽  
Risk Population ◽  
Grade Point ◽  
The Impact ◽  
Academically At Risk

This investigation queried the phenomenological perspective of the school counselor within the high school setting. The counselors’ perspective was sought in this qualitative investigation to determine the impact of bullying on the academically at-risk population. The literature at present has neglected a population of high school students. The omitted population is the academically at-risk population. Researchers have identified many sub-populations of the “at risk” school category that traditionally included: culture, ethnicity, gender, race, religion, and sexual orientation. The academically at-risk student is another category and is inclusive of traditional “at risk” students. This population experiences (1) a grade point average below 2.0—C, (2) absenteeism more than 15 days in a 90-day semester and (3) behavioral issues that impact successful matriculation. At present, no research has been conducted about the academically at-risk high school student, and how bullying, contextually, impacts students, and how their counselors understand and perceive bullying.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

Working on Grade Point Average, test Accuracy, and Attendance of High School Students

1996 ◽  
Vol 78 (1) ◽  
pp. 41-42 ◽  
Author(s):  
Grant Lenarduzzi ◽  
T. F. McLaughlin
Keyword(s):  
High School ◽  
High School Students ◽  
Grade Point Average ◽  
Test Scores ◽  
Grade Point Averages ◽  
Test Accuracy ◽  
Lower Grade ◽  
School Students ◽  
Grade Point ◽  
School Year

The present analysis examined grade point averages (GPA), subject-matter test scores, and attendance for 274 students enrolled in a high school at the beginning of the 1992–1993 school year by the number of hours worked per week in the previous year (1991–92) and in the current school year (1992–1993). The over-all outcomes indicated that working fewer than 10 hours per week had small adverse effects on each measure. Students working from 10 to 20 hours per week had lower grade point averages and attendance. Students working over 20 hours per week had depressed test scores and grade point averages and more absences than other students who worked less or did not work.

scholarly journals Analysis of Quantitative Changes of the High School Students Morphological-Motor Characteristics under the Impact of Regular Physical Education Classes

2019 ◽  
Vol 21 ◽  
Author(s):  
Senad Bajrić ◽  
Osmo Bajrić ◽  
Velibor Srdić ◽  
Ismet Bašinac
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Body Height ◽  
Measurement Data ◽  
Morphological Characteristics ◽  
School Students ◽  
School Year ◽  
Quantitative Changes ◽  
The Impact

The research was conducted on a sample including 166 participants - students of 'Combined Technical High School" of male sex from Travnik, who attended physical education classes regularly during the school year. In the research five variables were used to assess morphological status and nine variables to assess motor status of the participants according to the Eurofit Fitness Test Battery. The main aim of the research was to determine quantitative changes in morphological and motor status of secondary school students during one school year under the impact of programme content of regular physical education classes through a longitudinal study. Quantitative changes in morphological and motor status and analysis of differences between the initial and final measurements were determined by analysis of changes under the model of differences and SSDIF analysis (Bonacin, 2004). A hypothetical measurement matrix was defined by projecting the measurement data, and explicating a set of linear shifts on the association matrix resulted in obtaining structural vector describing quantitative changes, while taking into account relations of the initial variables. Results of the SSDIF analysis indicate that a one-year curriculum of physical education has caused statistically significant changes at global level (p = 0.0000) in both investigated areas, but the changes that have occurred are mild and without dramatic changes. Significant quantitative changes in the motor space occurred in body height and weight, and in the triceps skinfold, as well as in the following variables in the motor space: running 105 m (sideways), lifting the trunk from the lying on back position and the hand dynamometry, and the biggest and most statistically significant global quantitative changes occurred in the 20 m test run sideways with progressive acceleration (ATL20 0.8439). Key words: quantitative changes, morphological characteristics, motor skills, Physical and Health Culture Analiza kvantitativnih promjena morfoloko-motoričkih obilježja učenika srednje kole pod uticajem redovne nastave tjelesnog odgoja Istraživanje je provedeno na uzorku ispitanika koji je obuhvatio 166 ispitanika - učenika Mjeovite srednje tehničke kole mukog spola iz Travnika koji su u toku kolske godine redovno pohađali nastavu tjelesnog odgoja. U istraživanju je primijenjeno 5 varijabli za procjenu morfolokog statusa i 9 varijabli za procjenu motoričkog statusa ispitanika prema programu Eurofit baterije testova. Osnovni cilj istraživanja bio je da se longitudinalnom studijom u trajanju jedne kolske godine utvrde kvantitativne promjene morfolokog i motoričkog statusa učenika srednje kole pod utjecajem programskih sadržaja redovne nastave tjelesnog odgoja. Kvantitativne promjene morfolokog i motoričkog statusa i analiza razlika između inicijalnog i finalnog mjerenja utvrđeni su analizom promjena pod modelom razlika i SSDIF analizom (Bonacin, 2004). Projekcijom podataka mjerenja definisana je hipotetska matrica mjerenja, a eksplikacijom skupa linearnih pomaka na matricu asocijacije dolazi se do strukturnog vektora koji opisuje kvantitativne promjene, uvažavajući relacije inicijalnih varijabli. Rezultati SSDIF analize ukazuju da je jednogodinji nastavni program tjelesnog odgoja izazvao statistički značajne promjene na globalnom nivou (p = 0.0000) u oba istraživana prostora, ali su nastale promjene blage i bez dramatičnih promjena. Do statistički značajnih kvantitativnih promjena u motoričkom prostoru dolo je u tjelesnoj visini i težini, te kožnom naboru tricepsa, a u motoričkom prostoru u varijablama: trčanje 105 m (tamo-ovamo), dizanje trupa iz ležanja na leđima i dinamometrija ake, a najveće i statistički najznačajnije globalne kvantitativne promjene desile su se u testu trčanje na 20 m tamo - ovamo sa progresivnim ubrzavanjem (ATL20 0.8439). Ključne riječi: kvantitativne promjene, morfoloke odlike, motoričke spsosobnosti, tjelesna i zdravstvena kultura

scholarly journals Impact of family remittances and the Prospera program on high school students in Choix, Sinaloa, Mexico

Ánfora ◽  
2017 ◽  
Vol 24 (42) ◽  
pp. 19-43
Author(s):  
Renato Pintor Sandoval ◽  
Brianda Elena Peraza Noriega ◽  
Karen Olivia Heredia Trasviña
Keyword(s):  
High School ◽  
High School Students ◽  
The United States ◽  
Social Program ◽  
School Dropouts ◽  
School Students ◽  
Assistance Programs ◽  
Macroeconomic Indicators ◽  
And Migration ◽  
The Impact

Objective: to establish the impact of family remittances from the United States and the "Prospera" welfare program for the high school student population in a community with high social exclusion and poverty in Sinaloa.Methodology: first, the population, economic and work activities in the community of Choix, Sinaloa were described. Then, the discussion on remittances and the beneficiary families of the Prospera program were characterized; finally, a survey was designed and applied to 114 high school students and families from Choix.Results: the findings showed that remittances do not stop school dropouts from high school students in Choix. Although, some of those students use family remittances and the Prospera program help for their education. The social program Prospera works as an incentive to the students´ education. Family remittances are mainly used for family support.Conclusions: social assistance programs focused on poverty have been a visible trend. However, they do not tackle the problem at its root, but they make up macroeconomic indicators, which will continue with the same logic, such as: permanent discrimination and migration in those places, because public policy strategies will always emerge.

EXAMINING INTERCULTURAL COMPETENCIES AMONG BOSNIAN HIGH SCHOOL STUDENTS

2019 ◽  
Vol 12 (3) ◽  
pp. 27-44
Author(s):  
Senad Bećirović ◽  
◽  
Belma Delić ◽  
Amna Brdarević-Čeljo
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
School Students ◽  
Grade Point ◽  
Grade Levels ◽  
Intercultural Competencies ◽  
And Gender ◽  
Ending Process ◽  
The Impact

A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate the impact of grade level, grade point average (GPA) and gender on intercultural competences by distributing the questionnaire developed by Portalla and Chen (2010) to 211 Bosnian high school students. The results showed that the students’ grade levels and GPAs did not have a statistically significant influence on their intercultural competences, whereas gender only had a significant impact on their intercultural competences on the Interactant Respect subscale. Due to the fact that the students should be taught intercultural competence at school, their competence is expected to improve in each study grade; thus, based on the students’ GPAs, this study may help teachers to identify a gap in their instruction and to modify their teaching content so that it contributes to the development of the students’ intercultural competence, as well as to the promotion of the importance thereof.

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

2002 ◽  
Vol 22 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Student Performance ◽  
At Risk Students ◽  
Retention Rates ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
Probationary Students ◽  
The Individual ◽  
The Impact

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

scholarly journals Yoga May Mitigate Decreases in High School Grades

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
Bethany Butzer ◽  
Max van Over ◽  
Jessica J. Noggle Taylor ◽  
Sat Bir S. Khalsa
Keyword(s):  
High School ◽  
High School Students ◽  
Control Group ◽  
School Students ◽  
Grade Point ◽  
Yoga Intervention ◽  
High School Grades ◽  
School Year ◽  
Yoga Group ◽  
General Decline

This study involves an exploratory examination of the effects of a 12-week school-based yoga intervention on changes in grade point average (GPA) in 9th and 10th grade students. Participants included 95 high school students who had registered for physical education (PE) in spring 2010. PE class sections were group randomized to receive either a yoga intervention or a PE-as-usual control condition. The yoga intervention took place during the entire third quarter and half of the fourth quarter of the school year, and quarterly GPA was collected via school records at the end of the school year. Results revealed a significant interaction between group and quarter suggesting that GPA differed between the yoga and control groups over time. Post hoc tests revealed that while both groups exhibited a general decline in GPA over the school year, the control group exhibited a significantly greater decline in GPA from quarter 1 to quarter 3 than the yoga group. Both groups showed equivalent declines in GPA in quarter 4 after the yoga intervention had ended. The results suggest that yoga may have a protective effect on academic performance by preventing declines in GPA; however these preventive effects may not persist once yoga practice is discontinued.

scholarly journals Longitudinal Rates of Self-Reported Delinquency of At-Risk and Not At-Risk Western Australian High School Students

2002 ◽  
Vol 35 (1) ◽  
pp. 99-113 ◽  
Author(s):  
Stephen Houghton ◽  
Annemaree Carroll
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Motor Vehicle ◽  
At Risk Students ◽  
School Students ◽  
Data Collection Point ◽  
Public Disorder ◽  
Time Motor ◽  
Not At Risk

Two hundred and forty nine 12 to 13 year old at-risk and not at-risk male and female high school students randomly selected from five high schools in the Perth metropolitan area of Western Australia provided self-reported delinquency data for three consecutive years. A multivariate analysis of variance revealed at-risk students self-reported significantly more involvement in delinquency at the first data collection point than their not at-risk counterparts. Male 12–13 year olds self-reported significantly more involvement in car related crimes, assault, rule infractions, and vandalism compared to their female peers. For some delinquent activities there were significant increases in involvement over time (Motor Vehicle, Drugs, and Public Disorder Offences) while for others (Theft, Rule Infractions, and Vandalism) this was not the case. In the majority of categories of delinquency at-risk students self reported significantly higher rates of involvement.

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