Catholic-School Effects on Academic Achievement: New Evidence from the High School and Beyond Follow-Up Study

1985 ◽  
Vol 58 (2) ◽  
pp. 98 ◽  
Author(s):  
J. Douglas Willms
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Catholic School ◽  
School Effects ◽  
Follow Up Study ◽  
High School And Beyond ◽  
New Evidence

scholarly journals Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study

2021 ◽  
Vol 70 ◽  
pp. 101020
Author(s):  
Alberto Quilez-Robres ◽  
Alejandro González-Andrade ◽  
Zaira Ortega ◽  
Sandra Santiago-Ramajo
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Intelligence Quotient ◽  
Short Term Memory ◽  
Study Habits ◽  
Short Term ◽  
Term Memory ◽  
Follow Up Study

scholarly journals Effectiveness of drug abuse prevention program focusing on social influences among high school students: 15-month follow-up study

2006 ◽  
Vol 11 (2) ◽  
pp. 75-81 ◽  
Author(s):  
Yuji Nozu ◽  
Motoi Watanabe ◽  
Motoyoshi Kubo ◽  
Yuki Sato ◽  
Nobuyuki Shibata ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Drug Abuse ◽  
Prevention Program ◽  
Social Influences ◽  
Abuse Prevention ◽  
Drug Abuse Prevention ◽  
School Students ◽  
Follow Up Study

The Mean is Not Enough: Using Quantile Regression to Examine Trends in Asian–White Differences Across the Entire Achievement Distribution

2009 ◽  
Vol 111 (5) ◽  
pp. 1274-1295 ◽  
Author(s):  
Spyros Konstantopoulos
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Achievement Gap ◽  
Quantile Regression ◽  
Asian Americans ◽  
Asian American ◽  
White Students ◽  
Model Minority ◽  
High Achievers

Background In recent years, Asian Americans have been consistently described as a model minority. The high levels of educational achievement and educational attainment are the main determinants for identifying Asian Americans as a model minority. Nonetheless, only a few studies have examined empirically the accomplishments of Asian Americans, and even fewer studies have compared their achievement with other important societal groups such as Whites. In addition, differences in academic achievement between Asian Americans and Whites across the entire achievement distribution, or differences in the variability of the achievement distribution, have not been documented. However, this is an important task because it provides information about the achievement gap for lower, average, and higher achieving students. Purpose The present study examines differences in academic achievement between Asian American and White students in average scores (e.g., middle of the achievement distribution), in extreme scores (e.g., the upper and the lower tails of the achievement distribution), and in the variability of the achievement distribution. The main objective of this study is to determine the achievement gap between Asian American and White students in the lower and upper tails of the achievement distribution to shed some light on whether the achievement gap between the two groups varies by achievement level. Participants I use data from four national probability samples of high school seniors to examine Asian American–White differences in achievement from 1972 to 1992. Specifically, I used data from the base year of the NLS (NLS:72), the base year of the High School and Beyond (HSB) survey of 1980, the first follow-up of the HSB survey in 1982 (that is HSB:80, HSB:82), and the second follow-up of NELS (NELS:92). Research Design The study is correlational and uses quantile regression to analyze observational data from the 1970s, 1980s, and 1990s. Findings The findings indicate that the Asian American–White gap is more pronounced in mathematics than in reading. In 1992, the gap in the middle and the upper tail of the mathematics distribution is greater than one third of a SD, which is not a trivial gap in education. In reading, the gap is overall smaller, and nearly one third of a SD in 1992 in the upper tail (favoring Asian students). Conclusions It appears that Asian American students are indeed a model minority group that performs not only at similar levels but also at higher levels than the majority group, especially among high achievers in mathematics (and reading in the 1990s).

Perceived problems with academic achievement in school-aged children with recurrent pain – a longitudinal study

2019 ◽  
pp. 140349481988926
Author(s):  
Susanne Ragnarsson ◽  
Klara Johansson ◽  
Erik Bergström ◽  
Gunnar Sjöberg ◽  
Anna-Karin Hurtig ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Identification ◽  
Participation Rate ◽  
Recurrent Pain ◽  
Weekly Basis ◽  
School Aged Children ◽  
Follow Up Study ◽  
Pain Frequency ◽  
The Relationship

Aims: The overall aim was to explore the relationship between recurrent pain and perceived problems with academic achievement among boys and girls in middle and late elementary school. Methods: This 3-year follow-up study was based on data from the Study of Health in School-aged Children from Umeå (Sweden) and included children attending grade 6 in years 2003 and 2006, and a follow-up 3 years later in grade 9 ( n = 1524, participation rate 90%). Results: Recurrent pain (head, stomach or back) at least doubled the odds of concurrent- and subsequent perceived problems with academic achievement. This applied for pain on a monthly and weekly basis, from single and multiple sites, and from each of the three studied pain sites. The odds increased with increasing pain frequency and number of pain sites. Problems with sleep, concentration or school absenteeism did not explain the association. Conclusions: Recurrent pain seems to be a potential predictor of perceived problems with academic achievement for school-aged children. This emphasises the importance of early identification and prevention of recurrent pain problems.

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