scholarly journals Students Taking Numerous Honours Courses in High School Have Higher Information Literacy Levels

2015 ◽  
Vol 10 (3) ◽  
pp. 99
Author(s):  
Dominique Daniel
Keyword(s):  
High School ◽  
Academic Success ◽  
Information Literacy ◽  
The United States ◽  
Surprising Result ◽  
Research Projects ◽  
School Factors ◽  
High School Gpa ◽  
Admission Status ◽  
The Impact

A Review of: Fabbi, J. L. (2015). Fortifying the pipeline: A quantitative exploration of high school factors impacting the information literacy of first-year college students. College & Research Libraries, 76(1), 31-42. http://dx.doi.org/10.5860/crl.76.1.31 Abstract Objective – To assess the impact of students’ high school performances on the development of their information literacy (IL) competency. Design – Statistical analysis of test performance. Setting – A large public university in the United States of America. Subjects – 93 first-time college freshmen. Of these, 46% had been admitted on a probationary status due to GPA under the required 3.0 (“alternate admits”), and 61% had not declared a major (“exploring majors”). 39% identified as Caucasian, 25% as Hispanic, 22% as African American, and 15% as Asian. 84% declared that their best language was English only. Methods – Participants were self-selected freshmen who enrolled into programs offered by the university’s Academic Success Center. They took the iSkills test, an online evaluation of information literacy competencies developed by the Educational Testing Service, and provided background data on their high school experience. Using hierarchical multiple regression analysis, the researcher evaluated predictors of iSkills score variance among a range of high school experiences: core high school GPA, number of honours classes taken in high school, and number of research projects or assignments in high school. The analysis controlled for gender, best language, race, and admission status as either alternate admit or exploring major. Main Results – Participants’ mean iSkills scores was below the minimum passing score for the test. There was a significant positive correlation between iSkills scores and exploring major status, core high school GPA, and having taken 5 to 12 honours courses. There was a negative correlation between iSkills scores and language other than English, Asian race, alternate admission status, and having had 1 to 4 honours courses. Among the background variables, the most significant predictor of a student’s iSkills score was his or her best language, followed by race. After controlling for these variables, the most important factors were students’ high school GPAs and the number of honors courses taken. Conclusion – The researcher discovered that the number of honours courses taken in high school is a strong predictor of information literacy competency as measured by the iSkills test. This remains true when controlling for race and other background factors. This finding is consistent with the assumption that high school teachers of honours courses believe their students to be capable of learning higher-order skills and therefore adopt a constructivist pedagogy, and that such pedagogy promotes the development of information literacy skills. Yet the number of high school research projects or assignments could not be statistically correlated to information literacy competency. In subsequent focus groups, students who had taken fewer honours courses expressed test anxiety, while students who had taken numerous honours courses expressed their determination to get the correct answer. This may inform one surprising result of the study: that students who took 13 or more honours courses in high school did not score significantly better on the iSkills test than those who took 5 to 12 courses.

scholarly journals Investigating Predictors of Academic Success in a Foundational Business Mathematics Course

2016 ◽  
Author(s):  
Brooke D'Aloisio
Keyword(s):  
High School ◽  
Academic Success ◽  
Mathematics Anxiety ◽  
Student Attitudes ◽  
The United States ◽  
High School Gpa ◽  
Instructor Effectiveness ◽  
Placement Exam ◽  
Number Of Classes ◽  
Mathematics Course

<p>Research reveals that the majority of students are unprepared in making the transition from high school to college mathematics. Many students choose majors outside of STEM and business fields to pursue degrees with less rigorous mathematics requirements. According to recent findings, it is likely that over 25% of all freshmen will fail their first mathematics course. Few studies examine student success in business mathematics courses, and business is currently the most popular major in the United States. Thus, the purpose of this research was to examine what factors predict success in a foundational business mathematics course (BUS 111) at a large Northeastern university. </p> <p>Eight independent variables were examined: gender, high school GPA, mathematics SAT score, score on the university’s placement exam, student attitudes using the Attitudes Towards Mathematics Inventory (ATMI), anxiety using the Mathematics Anxiety Scale (MAS), number of hours per week spent on mathematics, and number of classes missed. The dependent variable was BUS 111 final average. All students (<em>n</em> = 247) enrolled in BUS 111 were invited to participate during the Fall 2015. Upon completion of pre- and post-surveys, multiple regression was used to determine which variables were significant predictors. Statistical findings revealed that placement score, high school GPA, a combination of ATMI/MAS scores, and number of classes missed were the best predictors of BUS 111 average overall (R<sup>2</sup> = 44.2%, <em>p</em> = 0.000). Different models are presented for comparison and examination. Significant correlations found between perceived instructor effectiveness and student attitudes, anxiety, and course grades are also presented. Overall, combinations of non-affective and affective measures serve as the best predictors of success in business mathematics.</p>

Exploring the Impact of School Factors on Expectations to Complete Post Secondary Education Among Black Girls

2021 ◽  
pp. 001312452110484
Author(s):  
Sandra R. Kalu
Keyword(s):  
Higher Education ◽  
High School ◽  
Academic Success ◽  
Black Women ◽  
Black Girls ◽  
College Completion ◽  
School Factors ◽  
Post Secondary ◽  
Lifetime Earnings ◽  
The Impact

Obtaining a college degree can enhance many aspects of one’s life including health outcomes and lifetime earnings. Given the racial opportunity gap that remains prevalent in the education system, and the gendered racial biases held against Black girls and women, they face many obstacles on their path to higher education. Considering the relationship between higher education and financial status, when these obstacles hinder their academic success Black women face serious economic issues that adversely impacts their livelihood and the wellbeing of their families. Still, there remains limited investigation into the indicators of college completion among this population. Assessing indicators related to college completion during their high school years can support educators in recognizing and monitoring students who require extra support early in their academic careers. This study uses an intersectional lens to investigate whether various school factors predict intent to complete college among this sample of Black high school girls ( N = 1,811). Findings show that teacher bias, school discipline, and school resources are significant predictors of college expectations among this sample.

scholarly journals What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success

2021 ◽  
Vol 13 (4) ◽  
pp. 1671
Author(s):  
Maura A. E. Pilotti
Keyword(s):  
High School ◽  
Academic Success ◽  
Gender Roles ◽  
Gender Bias ◽  
Interior Design ◽  
Female Students ◽  
Gender Inequalities ◽  
Stem Fields ◽  
High School Gpa ◽  
Traditional Gender Roles

In many societies across the globe, females are still underrepresented in science, technology, engineering, and math (STEM fields), although they are reported to have higher grades in high school and college than males. The present study was guided by the assumption that the sustainability of higher education critically rests on the academic success of both male and female students under conditions of equitable educational options, practices, and contents. It first assessed the persistence of familiar patterns of gender bias (e.g., do competencies at enrollment, serving as academic precursors, and academic performance favor females?) in college students of a society in transition from a gender-segregated workforce with marked gender inequalities to one whose aims at integrating into the global economy demand that women pursue once forbidden careers thought to be the exclusive domain of men. It then examined how simple indices of academic readiness, as well as preferences for fields fitting traditional gender roles, could predict attainment of key competencies and motivation to graduate (as measured by the average number of credits completed per year) in college. As expected, females had a higher high school GPA. Once in college, they were underrepresented in a major that fitted traditional gender roles (interior design) and over-represented in one that did not fit (business). Female students’ performance and motivation to graduate did not differ between the male-suited major of business and the female-suited major of interior design. Male students’ performance and motivation to graduate were higher in engineering than in business, albeit both majors were gender-role consistent. Although high school GPA and English proficiency scores predicted performance and motivation for all, preference for engineering over business also predicted males’ performance and motivation. These findings offered a more complex picture of patterns of gender bias, thereby inspiring the implementation of targeted educational interventions to improve females’ motivation for and enrollment in STEM fields, nowadays increasingly available to them, as well as to enhance males’ academic success in non-STEM fields such as business.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

scholarly journals Timing and Reasons Behind Single-Sport Specialization in Soccer: A Survey of 64 Major League Soccer Athletes

2020 ◽  
Vol 12 (4) ◽  
pp. 355-360
Author(s):  
Derrick M. Knapik ◽  
Katherine H. Rizzone ◽  
James E. Voos
Keyword(s):  
High School ◽  
The United States ◽  
Injury Incidence ◽  
Level Of Evidence ◽  
Cross Sectional ◽  
Advanced Level ◽  
School Location ◽  
Major League Soccer ◽  
Major League ◽  
The Impact

Background: Single-sport specialization at the exclusion of other sports has become increasingly popular in youth sporting culture. The purpose of this study was to survey Major League Soccer (MLS) athletes to examine factors influencing the timing of single-sport specialization in soccer. Hypothesis: The majority of surveyed athletes will have participated in multiple sports prior to specialization and specialized primarily as a result of a coach’s recommendation, with no significant impact on specialization timing stemming from birth or high school location, obtaining a collegiate scholarship, MLS experience, or position. Study Design: Cross-sectional study. Level of Evidence: Level 4. Methods: Anonymous surveys were distributed to 3 MLS organizations and completed by MLS athletes during preseason physicals. Surveys evaluated the age and reason(s) behind an athlete’s decision to specialize in soccer, birth location, geographic high school location for US-born athletes, participation in a developmental league, college scholarship, years in the MLS, and position played. Results: Approximately 74% (64/86) of athletes returned completed surveys. Athletes reported beginning soccer at a mean age of 5.1 ± 2.1 years and specializing at age 12.6 ± 4.3 years. Athletes who participated in no other sports prior to specialization ( P < 0.001), athletes reporting soccer to be their first sport played at an advanced level ( P < 0.001), and athletes receiving a college scholarship ( P = 0.02) specialized at a significantly younger age. Internationally born athletes specialized at significantly younger ages when compared with US-born athletes ( P < 0.001). Conclusion: The majority of athletes participated in multiple sports prior to specialization and eventually specialized to focus exclusively on soccer. The timing of sport specialization in professional MLS athletes was not associated with multisport participation prior to specialization, playing soccer at an advanced level prior to other sports, receiving a college scholarship, or being born outside the United States. Clinical Relevance: Timing of sport specialization is associated with multiple factors prior to athlete promotion to the MLS that warrant further investigation to better understand the impact of specialization on injury incidence, performance, and career length.

scholarly journals Impact of Air Pollution on the Health of the Population in Parts of the Czech Republic

2020 ◽  
Vol 17 (18) ◽  
pp. 6454
Author(s):  
Radim J. Sram
Keyword(s):  
Air Pollution ◽  
Czech Republic ◽  
Environmental Protection Agency ◽  
Power Plants ◽  
Local Heating ◽  
The United States ◽  
Respiratory Morbidity ◽  
Surprising Result ◽  
The Czech Republic ◽  
The Impact

Thirty years ago, Northern Bohemia in the Czech Republic was one of the most air polluted areas in Europe. After political changes, the Czech government put forward a research program to determine if air pollution is really affecting human health. This program, later called the “Teplice Program”, was initiated in collaboration with scientists from the United States Environmental Protection Agency (US EPA). This cooperation made possible the use of methods on the contemporary level. The very high concentrations of sulphur dioxide (SO2), particulate matter of 10 micrometers or less (PM10), and polycyclic aromatic hydrocarbons (PAHs) present in the air showed, for the first time, the impact of air pollutants on the health of the population in mining districts: adverse pregnancy outcomes, the impact of air pollution on sperm morphology, learning disabilities in children, and respiratory morbidity in preschool children. A surprising result came from the distribution of the sources of pollution: 70% of PM10 pollution came from local heating and not from power plants as expected. Thanks to this result, the Czech government supported changes in local heating from brown coal to natural gas. This change substantially decreased SO2 and PM10 pollution and affected mortality, especially cardiovascular mortality.

scholarly journals Game-Related Impacts in High School Boys’ Lacrosse

2019 ◽  
Vol 7 (4) ◽  
pp. 232596711983558 ◽  
Author(s):  
Shane V. Caswell ◽  
Patricia Kelshaw ◽  
Andrew E. Lincoln ◽  
Lisa Hepburn ◽  
Reginald Dunn ◽  
...  
Keyword(s):  
High School ◽  
Rotational Velocity ◽  
Linear Acceleration ◽  
The United States ◽  
Head Impact ◽  
Level Of Evidence ◽  
Cross Sectional ◽  
Head Impacts ◽  
Direct Head ◽  
The Impact

Background: The rate of concussions in boys’ lacrosse is reported to be the third highest among high school sports in the United States, but no studies have described game-related impacts among boys’ lacrosse players. Purpose: To characterize verified game-related impacts, both overall and those directly to the head, in boys’ varsity high school lacrosse. Study Design: Cross-sectional study; Level of evidence, 3. Methods: A total of 77 male participants (mean age, 16.6 ± 1.2 years; mean height, 1.77 ± 0.05 m; mean weight, 73.4 ± 12.2 kg) were instrumented with sensors and were videotaped during 39 games. All verified game-related impacts ≥20 g were summarized in terms of frequency, peak linear acceleration (PLA), and peak rotational velocity (PRV). Descriptive statistics and impact rates per player-game (PG) with corresponding 95% CIs were calculated. Results: Overall, 1100 verified game-related impacts were recorded (PLA: median, 33.5 g [interquartile range (IQR), 25.7-51.2]; PRV: median, 1135.5 deg/s [IQR, 790.0-1613.8]) during 795 PGs. The rate for all verified game-related impacts was 1.38 impacts per PG (95% CI, 1.30-1.47). Of these, 680 (61.8%) impacts (PLA: median, 35.9 g [IQR, 26.7-55.5]; PRV: 1170.5 deg/s [IQR, 803.2-1672.8]) were directly to the head (impact rate, 0.86 impacts/PG [95% CI, 0.79-0.92]). Overall, midfielders (n = 514; 46.7%) sustained the most impacts, followed by attackers (n = 332; 30.2%), defenders (n = 233; 21.2%), and goalies (n = 21; 1.9%). The most common mechanisms for overall impacts and direct head impacts were contact with player (overall: n = 706 [64.2%]; head: n = 397 [58.4%]) and stick (overall: n = 303 [27.5%]; head: n = 239 [35.1%]), followed by ground (overall: n = 73 [6.6%]; head: n = 26 [3.8%]) and ball (overall: n = 15 [1.4%]; head: n = 15 [2.2%]). Direct head impacts were associated with a helmet-to-helmet collision 31.2% of the time, and they were frequently (53.7%) sustained by the players delivering the impact. Nearly half (48.8%) of players delivering contact used their helmets to initiate contact that resulted in a helmet-to-helmet impact. Players receiving a head impact from player contact were most often unprepared (75.9%) for the collision. Conclusion: The helmet is commonly used to initiate contact in boys’ high school lacrosse, often targeting defenseless opponents. Interventions to reduce head impacts should address rules and coaching messages to discourage intentional use of the helmet and encourage protection of defenseless opponents.

scholarly journals Information Literacy and Retention: A Case Study of the Value of the Library

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
Amy Jo Catalano ◽  
Sharon Rose Phillips
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Career ◽  
Outcome Data ◽  
Research Papers ◽  
Writing Research ◽  
Library Resources ◽  
The Impact

Objective - The authors investigated the impact of library instruction on information literacy (IL) skills as part of ACRL’s AiA initiative. Additionally, the researchers sought to determine whether there was a relationship between IL tests scores and research experiences with student success outcomes such as retention. Methods - The researchers administered a standardized IL test to 455 graduate and undergraduate students in multiple disciplines. They then collected outcome data on GPA, retention, and graduation three years later. Results - While there were no significant differences between those students who had instruction and those who did not on the IL test, a regression analysis revealed that experience writing research papers that required library resources and an individual’s use of library books throughout their academic career demonstrated significant, positive relationships with whether a student passed the information literacy test. Additionally, using the longitudinal data on GPA, retention, graduation, and employment, the researchers found that students’ IL scores were significantly correlated with their GPAs, and that students who passed the IL test were more likely to be retained or graduate within six years. Conclusion - The ability to demonstrate IL skills appears to contribute to retention and graduation and, therefore, may be an integral part of one’s academic success. Further, experience writing research papers and other meaningful assignments contributes to student success.

Closer to the Finish Line? Compulsory Attendance, Grade Attainment, and High School Graduation

2017 ◽  
Vol 12 (1) ◽  
pp. 28-53
Author(s):  
Wael S. Moussa
Keyword(s):  
High School ◽  
Public Schools ◽  
Graduation Rates ◽  
High School Graduation ◽  
The United States ◽  
Finish Line ◽  
High School Graduation Rates ◽  
Compulsory Attendance ◽  
School Graduation ◽  
The Impact

High school graduation rates are a central policy topic in the United States and have been shown to be stagnant for the past three decades. Using student-level administrative data from New York City Public Schools, I examine the impact of compulsory school attendance on high school graduation rates and grade attainment, focusing the analysis on ninth and tenth grade cohorts. I exploit the interaction between the school start-age cutoff and compulsory attendance age requirement to identify the effect of compulsory schooling. I find that an additional year in compulsory attendance leads to an increase of 9 to 12 percent in the probability of progressing to grades 11 and 12, and raises the probability of graduating from high school by 9 to 14 percent, depending on the specification.

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