Student Bedtimes, Academic Performance, and Health in a Residential High School

Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academic performance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academic performance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson’s correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p < .00001) and bedtime and GPA ( p = .007). The findings suggest students’ late night bedtimes may be related to increased school nurse visits and lower academic performance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

“A Shock to Study”

Learning about the experience of living in a state-funded, public residential high school for academically talented children was the purpose of an ethnographic inquiry. Studying and homework dominated the students' lives throughout the year. Eager academically gifted high school students were “shocked” to meet the homework demands of a rigorous academic program. The general story of doing homework is told, as well as four characteristic patterns of adjustment presented as cases of studying in action. Theoretical issues related to talent development are discussed.

Common Denominators: Assessing Hesitancy to Apply to a Selective Residential Math and Science Academy

The Texas Academy of Mathematics and Science (TAMS) is a state-supported, tuition-free residential high school at the University of North Texas, one of 14 similar academies in the U.S. TAMS students earn dual high school and college credit, graduating in 2 years with 60 or more transferable college credits. Some 200 high school juniors are admitted each fall from a competitive statewide pool based on exceptional SAT scores and other credentials. While hundreds of highly capable students seek admission each year, hundreds of others withhold applications. Responding to a survey, gifted nonapplicants reported an unwillingness to leave home 2 years earlier than usual and a reluctance to abandon varsity athletics and associated extracurricular activities. Recruitment implications are discussed, along with suggestions for further study.

Adolescent Suicide: One School's Response

During a span of about three months in 1994, three students associated with a state-supported residential high school for gifted students committed suicide. This article documents the responses of that school to these events.