Competition or Catastrophe: A Mixed Method Study on the Influence of Class Rank on Course Decisions

This study analyzed the extent to which class rank competition influences individual class selection by juniors at a high school in the Texas Hill Country and determined if its effects vary among students of different rankings. Students of both high and low rankings were interviewed to determine their perceptions towards, and behavior in response to academic competition. Subject responses generally correlated to one of three themes: class rank as an academic motivator, the influence of ranking on mental health, and student suggested improvements. The results suggested that GPA played a significant role in many student’s decisions concerning their courses, specifically in encouraging them to take AP, Dual Credit, and Honors classes- regardless of whether they were high or low ranking.

Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders

Little is known about the academic and extra-curricular experiences of academically talented students with Autism Spectrum Disorder (ASD). This study focused on how these capable students with ASD successfully navigated and completed high school, and specifically, the experiences that enabled them to attend competitive colleges. Using comparative case studies and directed content analysis, data were derived from semi-structured interviews with 40 students who had been identified as academically talented with ASD, and were enrolled in, or recently graduated from, highly competitive colleges in the United States. The majority were identified as having academic talents, participated in challenging honors classes, enrichment opportunities, interest-based extra-curricular activities, residential summer programs, and pursued other advanced educational experiences. Implications for educational and talent development services are included.

The Predictive Role of School Performance Indicators on Students’ College Achievement

The adoption of market theory as a guiding principle of education policy increased the need for assessments of school performance that families could use to compare academic benefits of attending one school to another. Prominent among measures used by states are the school proficiency and growth indicators resulting from high-stakes tests. Using a longitudinal dataset of college-bound public high school students in North Carolina ( N = 17,565), we test the usefulness of proficiency and growth scores of high schools in predicting students’ performance in college. We find both indicators to be useful and have the strongest associations with outcomes for students taking a mix of honors and non-honors classes. We also find that academic track placement has a stronger association with outcomes than either measure of school performance. Therefore, this study shows that reliance on school quality indicators can be inadequate because they exaggerate differences between schools and ignore differences within schools.

The Impact of Relative Age Effect on Mathematics Achievement

The timing of children’s start to school is the interest of researchers, policy-makers and especially parents. Researches on this issue have recently pointed to the concept of relative age effect (RAE). The purpose of this study is to determine the impact of RAE on mathematics achievement in Turkey. In order to accomplish this purpose, the question was sought: Does RAE have an impact on TIMSS 2015 the fourth and eighth grades mathematics scores of Turkey? The research was conducted in survey model. In the present study, the data obtained from the TIMSS 2015 results of Turkey was used. Totally 6456 students were sampled for TIMSS 2015 the fourth grade in 242 schools. Also, totally 6079 students (2943 girls and 3136 boys) were sampled for TIMSS 2015 the eighth grade in 218 schools. Hierarchical multiple regression analysis was used to analyze the data. In conclusion, it has been reached that RAE has an impact on TIMSS 2015 the fourth and eighth grades mathematics scores of Turkey and the youngest children born just before the cut-off date has the worst performance. The recommendations based on the results have been submitted as making the enrollment dates more flexible, especially for children in rural areas, not applying honors classes in schools, raising awareness about RAE in pre-service and in-service training programs for teachers, no pressure on children at home and at school for their lagging in competition.

An Honors Course on Evolution and Creationism: Teaching Experiences in the Deep South

One of the most stimulating and enjoyable experiences of my teaching career has been an honors course on evolution and creationism, which I developed while a faculty member at the University of Mississippi. At many institutions, honors courses provide the freedom to tackle controversial subjects, employ an interdisciplinary approach, and allow professors and students to take more risks (pedagogically and conceptually) than in non-honors courses. Honors classes tend to be smaller, encourage active learning and critical thinking on the part of students, and emphasize open discussion rather than passive note taking as the faculty member lectures. Such a format is an ideal context for a course on evolution and creationism.

Access to Excellence: Assignment to Honors English Classes in the Transition From Middle to High School

This article examines the processes and criteria of assignment to honors English classes in five mid western communities. It uses qualitative and quantitative data to study the placement process in the context of the transition from middle to high school. Interviews with school staff provide descriptive accounts of the stratification system in each district, revealing a number of important similarities along with salient differences. These patterns are further elucidated with quantitative analyses of placement criteria. Although student performance affects placement in all districts, at least three of the five rely heavily on students’ past ability-group positions in assigning students for ninth-grade English. This practice limits opportunities for upward mobility for students outside the honors level. Another finding is that the effects of family background depend on student achievement levels: For high-achieving students, socioeconomic status plays little role in placement decisions, but among average achievers, economic advantage is linked to greater access to honors classes.