scholarly journals Effect of Vocabulary Test Preparation on Low-Income Black Middle School Students’ Reading Scores

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Ingrid Mitchell ◽  
Nicolae Nistor ◽  
Beate Baltes ◽  
Michelle Brown
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Low Income ◽  
Test Preparation ◽  
The United States ◽  
Analysis Of Covariance ◽  
School Students ◽  
Intact Group ◽  
Test Taking ◽  
Underperforming Students

Black middle school students in the United States continue to perform poorly on standardized reading achievement tests in comparison to other racial and ethnic groups. The purpose of this research study was to examine the effectiveness of a vocabulary-focused test preparation program for Black middle school students. The theoretical framework consisted of Thorndike’s concept of test-wiseness, a test-taking capacity. Teachers at the research site were trained on Larry Bell’s 12 Powerful Words strategy that aims to make students test-wise, that is, to familiarize them with key vocabulary terms related to tests. An intact-group comparison was conducted, involving a total of N = 679 Black students in Grades 6, 7, and 8 with 370 girls and 309 boys. An analysis of covariance showed significant effects for Grade 6, marginally significant effects for Grade 7, and nonsignificant effects for Grade 8. These findings suggest that the 12 Powerful Words are effective and that their effect decreases with students’ age. As a practical consequence, instructional leaders will be able to make more informed decisions regarding test preparation and potentially reduce the number of underperforming students in classrooms.

Abstract P211: Response to a School-based Health Intervention in High- and Low-income Communities

Circulation ◽  
2014 ◽  
Vol 129 (suppl_1) ◽  
Author(s):  
Robert Rogers ◽  
Nicole Corriveau ◽  
Alexander Lee ◽  
Alexandra Pew ◽  
Wen-Ching Wei ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Low Income ◽  
Screen Time ◽  
Family Income ◽  
The United States ◽  
Low Ses ◽  
School Students ◽  
School Based

Introduction: Childhood obesity is associated with increased cardiovascular disease risk and is a major health issue in the United States. Previous studies show higher rates of obesity in low socioeconomic status (SES) communities. The efficacy of school-based interventions in these communities is not as well documented. Hypothesis: We hypothesized that low SES would be less healthy at baseline and show greater improvement than high SES. Methods: Project Healthy Schools (PHS) is a school-based intervention targeted at middle-school students in lower Michigan. We studied body mass index (BMI), blood pressure (BP), lipid profiles, resting and recovery heart rate (HR), and behavioral characteristics in 3147 middle-school students. Students were stratified into 2 groups: high SES and low SES. Ann Arbor (median family income=$53,377) students were included in the high SES cohort (n=1840) while Ypsilanti ($33,699) and Detroit ($27,862) were considered low SES (n=1307). Chi-square, Wilcoxon, and t-tests were conducted to compare baseline and baseline-to-follow-up data. Median household income was based on US Census Bureau data. Results: At baseline, those students in the low SES cohort performed significantly worse than the students in the high SES cohort in nearly every category, most notably: BMI, systolic and diastolic BP, resting and recovery HR, fried food consumption, exercise, and screen time. Upon follow-up, post-intervention examination, low SES improved recovery HR, screen time, fried meat and snacks, and sugary beverages significantly more than high SES. High SES improved fruit, BP, and total cholesterol significantly more than low SES. Conclusions: The PHS intervention was more efficacious in a number of categories in higher-risk, low SES communities. This suggests a need for the implementation of similar school-based programs in low SES areas.

scholarly journals Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students

2020 ◽  
Vol 10 (4) ◽  
pp. 957-966 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Internalizing Symptoms ◽  
Somatic Symptoms ◽  
The United States ◽  
School Bullying ◽  
School Students ◽  
Cross Sectional ◽  
Cyberbullying Victimization ◽  
The Impact

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.

Gender Differences in Dating Aggression and Victimization Among Low-Income, Urban Middle School Students

Partner Abuse ◽  
2015 ◽  
Vol 6 (4) ◽  
pp. 383-402 ◽  
Author(s):  
Michele Cascardi ◽  
Sarah Avery-Leaf
Keyword(s):  
Middle School ◽  
Gender Differences ◽  
Middle School Students ◽  
Low Income ◽  
Physical Restraint ◽  
Injury Rate ◽  
Developmental Phase ◽  
Dating Aggression ◽  
School Students ◽  
Urban Middle School

Emerging research on dating aggression in early adolescence suggests that it occurs as early as 6th grade. However, our understanding of dating aggression during this developmental phase remains limited. The primary purpose of the current study was to examine gender differences in various potentially harmful dating behaviors, including physical and psychological dating aggression and victimization as well as jealous, controlling, and monitoring behaviors in a low-income, urban sample of middle school students (N = 3,174). Approximately 40% of youth reported physical dating aggression as a perpetrator or victim. Girls endorsed all forms of physical aggression at a higher rate than boys with one exception: physical restraint. Regarding physical dating victimization, boys reported higher rates of having been slapped; scratched; or kicked, bit, or hit than did girls. There were no statistically significant gender differences in the frequency of injury to self (6% of boys, 2% of girls) or partner (4% of boys and 5% of girls injured a partner). Although the overall injury rate was low, it was not inconsequential. Regarding other potentially harmful behaviors, girls and boys reported jealous accusations, monitoring and spiteful verbal and nonverbal retaliation with the highest frequency. Although, the vast majority of dating aggression was characterized as “just playing around,” many youth demanded apologies and a substantial minority broke up as a result of dating aggression. Of note, boys were significantly more likely to “do nothing” in response to dating aggression compared to girls. Results highlight the complex, variable meaning of aggression, jealousy, and control in early adolescent dating relationships.

The Intersection of Perceptions and Experiences of Bullying by Race and Ethnicity among Middle School Students in the United States

2015 ◽  
Vol 36 (10) ◽  
pp. 807-822 ◽  
Author(s):  
Nadine M. Connell ◽  
Sarah El Sayed ◽  
Jennifer M. Reingle Gonzalez ◽  
Natalie M. Schell-Busey
Keyword(s):  
United States ◽  
Middle School ◽  
Middle School Students ◽  
Race And Ethnicity ◽  
The United States ◽  
School Students

scholarly journals Listening to Their Voices: Middle Schoolers’ Perspectives of Life in Middle School

2015 ◽  
Author(s):  
Mary Anne Steinberg ◽  
Erica McCray
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Use ◽  
The United States ◽  
School Students ◽  
Caring Teachers ◽  
Middle Schoolers ◽  
Basic Qualitative Study ◽  
School Learning ◽  
Real World Problems

This article examines middle schoolers’ perspectives on their lives in middle school. Fifteen middle school students from three middle schools in the Southeast region of the United States participated in a basic qualitative study using focus groups at their schools where they were asked the central question, “If you could change one thing at your middle school, what would it be?” Findings show that students’ desire caring teachers, students want active classrooms, and students’ technology use impacts attitudes towards learning. Implications are that middle-school learning can increase relevance by teachers demonstrating care for students as individuals; structuring opportunities for students to interact with them and each other around real-world problems; and incorporating technology into learning in ways adolescents already use it.

scholarly journals Perceived Barriers to Recommended Diet and Physical Activity Patterns Among Ethnically Diverse Middle School Students

2007 ◽  
Vol 5 (4) ◽  
pp. 21-31 ◽  
Author(s):  
Shaunna Carter ◽  
Cindy Wolff ◽  
Jean Schuldberg ◽  
Keiko Goto
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Low Income ◽  
Ethnically Diverse ◽  
Peer Pressure ◽  
Perceived Barriers ◽  
School Students ◽  
Activity Promotion ◽  
Hmong Students

The purpose of this cross-sectional, descriptive study was to examine perceived barriers to the adoption of recommended dietary and physical activity behaviors in low income ethnically diverse middle school students. Respondents completed surveys in sixth and eighth grade (n=289): 37% (n=100) of whom were Hmong, 34% (n=92) White, and 18% (n=57) Non-Asian, Non-White (NANW). Chi square and ANOVA were used to test the hypothesis that there were significant differences in perceived barriers for the adoption of recommended dietary and physical activity behaviors among ethnic groups. At 46%, significantly more Hmong versus White (12%) and NANW (16%) students indicated that cost was a significant barrier to fruit and vegetable availability at home (p=.001). In addition, 51% of Hmong students versus 33% of White and 34% of NANW students indicated that peer pressure was a barrier to the consumption of fruits and vegetables (p=.002). At 33%, significantly fewer Hmong students reported meeting the guidelines for physical activity compared to White students (52%, p=.016). Furthermore, Hmong students believed that being physically active every day was less important to their family members compared to non-Hmong students (p=.004). These results indicate that there is a need for culturally specific nutrition education and physical activity promotion with a particular focus on reducing obstacles to the adoption of recommended dietary patterns and physical activity for Hmong middle school students.

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