scholarly journals Maternal drinking and smoking. Can it explain the exceptional academic performance of LBOTE children? A preliminary analysis

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Louisa Gibson ◽  
Melanie Porter
Keyword(s):  
Academic Performance ◽  
English Language ◽  
Breastfeeding Duration ◽  
Growing Up ◽  
National Assessment ◽  
Language Background ◽  
Maternal Alcohol ◽  
Assessment Program ◽  
Grade 3 ◽  
Using Data

Abstract Objective Although children from language backgrounds other than English (LBOTE) may be disadvantaged in English-reliant exams, they outperform children from an English language background (ELB) on many Australian National Assessment Program–Literacy and Numeracy (NAPLAN) assessments. Maternal alcohol and tobacco use during pregnancy and/or breastfeeding have been associated with poorer cognitive and academic performance. Using data from the Growing Up in Australia Study, this paper aimed to identify demographic, lifestyle, and prenatal and perinatal risk differences related to maternal tobacco and alcohol use between LBOTE and ELB groups, as a first step in trying to understand the academic performance differences. Results Only data from breastfed babies was included in the current analyses. Although LBOTE children were disadvantaged in several demographic areas, their NAPLAN performance was the same or superior to ELB children across all Grade 3 and 5 NAPLAN assessments. The LBOTE group were, however, breastfed for longer, and their mothers smoked fewer cigarettes and drank less alcohol on fewer occasions throughout their pregnancy. The LBOTE mothers also had lower or less risky patterns of alcohol consumption while breastfeeding. The longer breastfeeding duration of LBOTE children combined with lower maternal use of alcohol and cigarettes during pregnancy and/or breastfeeding may partially contribute to their exceptional NAPLAN performance.

scholarly journals Drinking or Smoking While Breastfeeding and Later Academic Outcomes in Children

Nutrients ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 829 ◽  
Author(s):  
Louisa Gibson ◽  
Melanie Porter
Keyword(s):  
Study Entry ◽  
Outcome Variable ◽  
Growing Up ◽  
Drinking Alcohol ◽  
National Assessment ◽  
Assessment Program ◽  
Maternal Alcohol Consumption ◽  
Grade 5 ◽  
Grade 3 ◽  
Dose Dependent

Alcohol consumed by breastfeeding mothers has been associated with reduced grammatical comprehension and cognition in children. This study examined whether drinking or smoking while breastfeeding was associated with reductions in Australian National Assessment Program–Literacy and Numeracy assessments. Data was sourced from The Growing Up in Australia Study. This is an ongoing longitudinal study of 5107 infants and mothers recruited in 2004 and followed over time every two years. Multivariable linear regression found that maternal alcohol consumption at study entry was associated with reductions in Grade 3 (age 7–10 years) National Assessment Program–Literacy and Numeracy writing (b = −1.56, 95% CI: −2.52; −0.60, p = 0.01), spelling (b = −2.06, 95% CI: −3.31; −0.81, p < 0.0001) and grammar and punctuation (b = −2.11, 95% CI: −3.59; −0.64, p = 0.01) scores, as well as Grade 5 (age 9–11 years) spelling scores (b = −1.58, 95% CI: −2.74; −0.43, p = 0.03) in children who had been breastfed at any time. This was not evident in babies who had never breastfed, or in the smaller group of infants who were actively breastfeeding at study entry. Smoking was not associated with any outcome variable. Drinking alcohol while breastfeeding may result in dose-dependent reductions in children’s academic abilities. While reductions are small, they may be of clinical significance if mothers drink large quantities. Further analyses are planned to assess developmental, physical and behavioural outcomes in children.

scholarly journals School academic performance of children hospitalised with a chronic condition

2021 ◽  
pp. archdischild-2020-321285
Author(s):  
Nan Hu ◽  
Joanna Fardell ◽  
Claire E Wakefield ◽  
Glenn M Marshall ◽  
Jane C Bell ◽  
...  
Keyword(s):  
Academic Outcomes ◽  
Chronic Condition ◽  
Population Level ◽  
Chronic Health Condition ◽  
Health Condition ◽  
National Assessment ◽  
Assessment Program ◽  
South Wales ◽  
Academic Underperformance ◽  
Grade 3

ObjectiveTo examine academic outcomes among children hospitalised with a chronic health condition.DesignPopulation-level birth cohort.SettingNew South Wales, Australia.Participants397 169 children born 2000–2006 followed up to 2014.Intervention/exposureHospitalisations with a chronic condition.Main outcome measuresAcademic underperformance was identified as ‘below the national minimum standard’ (BNMS) in five literacy/numeracy domains using the national assessment (National Assessment Program-Literacy and Numeracy) data. Multivariable logistic regression assessed the adjusted ORs (aORs) of children performing BNMS in each domain at each grade (grades 3, 5 and 7, respectively).ResultsOf children hospitalised with a chronic condition prior to National Assessment Program-Literacy and Numeracy (NAPLAN) (16%–18%), 9%–12% missed ≥1 test, with a maximum of 37% of those hospitalised ≥7 times, compared with 4%–5% of children not hospitalised. Excluding children who missed a NAPLAN test, more children hospitalised with a chronic condition performed BNMS across all domains and grades, compared with children not hospitalised (eg, for BNMS in reading at grade 3: n=2588, aOR 1.35 (95% CI 1.28 to 1.42); for BNMS in numeracy at grade 3: n=2619, aOR 1.51 (95% CI 1.43 to 1.59)). Increasing frequency and bed-days of hospitalisation were associated with 2–3 fold increased odds of performing BNMS across all domains and grades. Children hospitalised with mental health/behavioural conditions had the highest odds of performing BNMS across all domains at each grade.ConclusionsChildren hospitalised with a chronic condition underperform academically across literacy/numeracy domains at each school grade. Health and educational supports are needed to improve these children’s academic outcomes.

scholarly journals The Implication of Language Background of Students’ in Academic Performance: Case of Engineering University

2021 ◽  
Author(s):  
Embrima Sanyang ◽  
Md. Rashedul Huq Huq Shamim ◽  
Md. Abu Raihan
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Language Proficiency ◽  
Quantitative Research ◽  
English Language ◽  
Negative Impact ◽  
Positive Role ◽  
Academic Tasks ◽  
Language Background ◽  
The Impact

Abstract A language of instruction is used to deliver explanations about the concepts that are taught, discuss among students and teachers, and solve academic tasks such as exercises and assignments. At the Islamic University of Technology (IUT), students are drawn from different OIC countries whose language background is either the host country's language, e.g. Bangla, or other OIC member state languages e.g. French, Arabic, or English. This study investigates the implications of students’ language background towards their academic performance in IUT with specific objectives of assessing the impact of student’s level of English Language (EL) proficiency against their academic performance and determining the relationship between the constructs of the level of English Language proficiency and academic performance. The quantitative research design was used including close-ended questionnaires to collect data about the implication of language background on students’ performance. It was discovered that the implication of writing on students’ performance was minor and depended on the insight it was viewed in. Secondly, reading played an important part in building students’ confidence, increases participation and self-expression. Third, it was noted that perceived understanding had a slightly negative impact on student performance and, finally reading as part of background language had a significant positive role in the performance of students. Other factors such as the background of students in terms of origin, students’ interest in courses, etc. also influenced students’ academic performance. Further study in the future could explore other factors that determine students’ performance and issues of language to improve engineering knowledge and skills.

Sport and academic performance in Australian Indigenous children

2020 ◽  
pp. 000494412097137
Author(s):  
Dorothea Dumuid ◽  
Rachel Wilson ◽  
Timothy Olds ◽  
John Robert Evans
Keyword(s):  
Academic Performance ◽  
Longitudinal Study ◽  
Torres Strait Islander ◽  
Sports Participation ◽  
Achievement Test ◽  
National Assessment ◽  
Assessment Program ◽  
Indigenous Children ◽  
Torres Strait ◽  
Better Than

Objective Sport may promote academic performance through physiological and psychosocial mechanisms. We aimed to examine the association between sports participation and academic performance in Aboriginal and Torres Strait Islander children. Methods Participants were from four successive waves of Australia’s Longitudinal Study of Indigenous Children ( n = 303, baseline age 5–6 y). Cumulative sports participation was regressed against academic performance from two standardised tests. Results Children participating in sport at all four waves performed significantly better than children participating in sport in 0, 2 or 3 waves in Progressive Achievement Test (PAT) Maths (110 vs. 103, 105 and 105, p = 0.007, 0.02 and 0.02, respectively), and better than children participating at two waves in National Assessment Program – Literacy and Numeracy (NAPLAN) numeracy (438 vs. 409, p = 0.006). There were no significant differences in PAT reading or NAPLAN literacy. Conclusion Sports participation appears to be associated with subsequent better numeracy (2–7 months of learning) in a sample of Australian indigenous children. Fostering sports participation among indigenous children may be an avenue for reducing disadvantage.

scholarly journals More than a new country: Effects of immigration, home language, and school mobility on elementary students’ academic achievement over time

2013 ◽  
Vol 21 ◽  
pp. 48
Author(s):  
Orlena Patricia Broomes
Keyword(s):  
Academic Achievement ◽  
Logistic Regression ◽  
Academic Performance ◽  
Elementary Students ◽  
Home Language ◽  
School Mobility ◽  
Grade 3 ◽  
Using Data ◽  
And Mathematics ◽  
Over Time

This study investigated the effects of immigration and home language on academic achievement over time. Using data from Ontario’s Assessments of Reading, Writing and Mathematics administered to the same students in Grades 3 and 6, logistic regression was used to predict if students achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that home language or interactions with home language are significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance and the dire limitations of datasets that do not collect such data.

The influence of class size upon numeracy and literacy performance

2016 ◽  
Vol 24 (4) ◽  
pp. 507-527 ◽  
Author(s):  
Kevin Watson ◽  
Boris Handal ◽  
Marguerite Maher
Keyword(s):  
Academic Performance ◽  
Class Size ◽  
Primary Schools ◽  
Test Results ◽  
National Assessment ◽  
Content Type ◽  
Language Background ◽  
Study Support ◽  
Literacy Performance ◽  
Size Estimates

Purpose The purpose of this paper was to investigate the influences of calendar year, year level, gender and language background other than English (LBOTE) on student achievement in literacy and numeracy relative to class size. Design/methodology/approach Data for this study were collected over five years (2008-2012) as test results from the Australian National Assessment Plan in Literacy and Numeracy (NAPLAN) in Years 3 and 5 from over 100 Sydney primary schools. Findings It was found that the most important factors influencing academic performance in literacy and numeracy were, in descending order: gender, LBOTE, the calendar year in which the test was conducted, followed by class size. All variables were significantly associated with NAPLAN performance, but effect size estimates for class size were close to zero. Originality/value The results of this study support other studies suggesting that factors other than class size are more important in influencing academic performance.

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

Math coaches, specialists, and student achievement: Learning from the data

2020 ◽  
Vol 102 (3) ◽  
pp. 42-45
Author(s):  
Kristin E. Harbour ◽  
Evthokia Stephanie Saclarides
Keyword(s):  
Student Achievement ◽  
Teaching And Learning ◽  
Large Scale ◽  
Elementary Mathematics ◽  
National Assessment ◽  
Mathematics Coaches ◽  
Professional Development Model ◽  
Using Data ◽  
The Relationship ◽  
Practical Implications

To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

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