Factors Affecting Mathematically Talented Females' Enrollment in High School Calculus

2003 ◽  
Vol 14 (4) ◽  
pp. 218-228 ◽  
Author(s):  
Nancy G. Reynolds ◽  
Betty J. Conaway
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Longitudinal Study ◽  
Standardized Test ◽  
Educational Aspirations ◽  
Factors Affecting ◽  
Mathematics Section ◽  
Mathematically Talented ◽  
Fourth Quartile

The purpose of this study was to determine if identifying factors existed that would explain differential mathematics participation among females in high school, specifically the enrollment in high school Calculus. The factors investigated were socioeconomic status, educational aspirations, the education of both parents, and the number of siblings. The database used for this study was taken from the National Educational Longitudinal Study (NELS: 88) and the follow-up conducted in 1992. The sample for the present research was composed of females enrolled in algebra at the onset of this study who scored in the fourth quartile on the mathematics section of the standardized test. The results showed a difference between the two groups in mother's education, SES, and educational aspirations. However, when applying all factors together in a logistical regression, the results of this research determined that the factors did not have predictive value in determining the probability of a mathematically talented female enrolling in high school Calculus. This research suggests that some factors that affect course taking in the general population of students may not be generalized to mathematically talented females.

scholarly journals Life Course Pathways From Childhood Socioeconomic Status to Later-Life Cognition: Evidence From the Wisconsin Longitudinal Study

2020 ◽  
Author(s):  
Emily A Greenfield ◽  
Sara Moorman ◽  
Annika Rieger
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Longitudinal Study ◽  
Executive Functioning ◽  
Life Course ◽  
Standardized Test ◽  
Later Life ◽  
Status Attainment ◽  
Scholastic Performance ◽  
Wisconsin Longitudinal Study

Abstract Objectives A growing body of research indicates that older adults are at greater risk for poorer cognition if they experienced low socioeconomic status (SES) as children. Guided by life course epidemiology, this study aimed to advance understanding of processes through which childhood SES influences cognition decades later, with attention to the role of scholastic performance in adolescence and SES in midlife. Method We used data from the Wisconsin Longitudinal Study (WLS), which has followed a cohort of high school graduates since they were 18 years old in 1957. Childhood SES was measured prospectively in adolescence, and measures of memory and language/executive functioning were based on neurocognitive assessments at age 72. We used participants’ scores on a statewide standardized test in high school as an indicator of scholastic performance in adolescence. The measure of SES in midlife included years of postsecondary education, income, and occupation status at age 53. Results Findings from structural equation models indicated that scholastic performance in adolescence and midlife status attainment together fully mediated associations between childhood SES and both memory and language/executive functioning at age 72. Adolescent scholastic performance was directly associated with later-life cognition, as well as indirectly through midlife status attainment. Discussion Findings provide support for both latency and social pathway processes when considering how SES in childhood influences later-life cognition. Results contribute to growing calls for social policies and programs to support optimal brain health at multiple phases throughout the life course, especially among individuals with lower SES as children.

Willingness to Communicate and Japanese High School English Learners

2013 ◽  
Vol 35 (2) ◽  
pp. 153 ◽  
Author(s):  
Michinoku Watanabe
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
English Learners ◽  
Rating Scale ◽  
Willingness To Communicate ◽  
Scale Model ◽  
High School English ◽  
Rasch Rating Scale Model ◽  
Rating Scale Model

In this longitudinal study I investigated the extent, if any, to which Japanese high school English learners’ willingness to communicate (WTC; McCroskey & Richmond, 1985) changes over the 3 years of high school and then explored the reasons for the changes or stability. A questionnaire was developed drawing on the WTC scale (McCroskey, 1992) and administered to 190 students three times at yearly intervals. The data were analyzed with the Rasch rating scale model and ANOVAs. Two distinct constructs were identified across the three waves of data: willingness to communicate with friends and acquaintances (WTCFA) and willingness to communicate with strangers (WTCS). The results showed that neither WTCFA nor WTCS changed significantly over the high school years, and that WTCS remained low. Follow-up interviews with selected students suggested several possible reasons for the questionnaire results. 本縦断的研究は、日本の高校生英語学習者のwillingness to communicate （WTC; McCroskey & Richmond, 1985）が高校３年間に変化するのかどうかと、その変化または無変化の理由を調査したものである。WTC質問票（McCroskey, 1992）を基に質問票を作成し、高校生190人に、１年間隔で３回、回答してもらった。質問票のデータは、ラッシュモデルと分散分析（ANOVA）を用いて分析した。その結果、何れの回においても、「友人や知人に対するWTC」と「見知らぬ人に対するWTC」の２つの心理概念が見いだされた。そして、「友人や知人に対するWTC」にも「見知らぬ人に対するWTC」にも高校３年間に有意な変化が無かったこと、また、「見知らぬ人に対するWTC」は大変低いレベルに留まっていたことがわかった。質問票での調査に続けて実施した、抽出した生徒へのインタビューでは、それらの結果のいくつかの理由が示唆された。

Accomplishments during Young Adulthood of Children Originally Diagnosed with Minimal Cerebral Dysfunction: A Ten-Year Follow-up Study

1997 ◽  
Vol 84 (3) ◽  
pp. 891-898
Author(s):  
Paul T. Rogers ◽  
Caven S. McLoughlin
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Retrospective Study ◽  
Young Adulthood ◽  
Intelligence Quotient ◽  
Educational Outcome ◽  
Follow Up Study ◽  
Cerebral Dysfunction ◽  
Parental Socioeconomic Status

To gather data about the adult accomplishments of persons diagnosed with minimal cerebral dysfunction this retrospective study evaluated 57 subjects at ten-year follow-up. Two-thirds of the subjects graduated from high school with an average of 11.8 years of education. Factors correlating with educational outcome included intelligence quotient, age at initial evaluation, and parental socioeconomic status. Adult accomplishments appear related to intelligence and to the presence of family or behavior problems.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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