Download or read book Using Validated Measures of High School Academic Achievement to Predict University Success written by Tim Maloney and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationships Among Predictors of Collegiate Performance Introduction to College Life Courses and Measures of Academic Success written by David Wayne Murphy and published by . This book was released on 1999 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Success High School as an Intervention for At risk 10th Grade Students Regarding Academic Achievement and Persistence Measures written by Denise A. Pacheco and published by . This book was released on 2005 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Innovative Data Communication Technologies and Application written by Jennifer S. Raj and published by Springer Nature. This book was released on 2021-02-02 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents the latest research in the fields of computational intelligence, ubiquitous computing models, communication intelligence, communication security, machine learning, informatics, mobile computing, cloud computing and big data analytics. The best selected papers, presented at the International Conference on Innovative Data Communication Technologies and Application (ICIDCA 2020), are included in the book. The book focuses on the theory, design, analysis, implementation and applications of distributed systems and networks.

Download or read book Predicting Academic Achievement of Mexican American Grade and High School Students Using Two Verbal and Two Culture Fair IQ Tests a Comparative Analysis written by Andrea Walton and published by . This book was released on 1971 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Noncognitive Assessment to Predict Academic Success for At risk Students written by Paul Orscheln and published by . This book was released on 2012 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if noncognitive variables, alone or in combination with standardized test score (ACT or SAT) and/or high school grade point average, can predict student success (first-semester grade point average, first to second year retention and five year graduation rate) for 154 academically at-risk college freshmen admitted into the Conditional Admissions Program (CAP) at the University of Central Missouri for the Fall 2007 semester. In this investigation, student success was defined as a first semester GPA of 2.0 or higher, retaining to the second year and graduating within a five year time frame. Through the six- question short answer-style Insight Resume, noncognitive attributes were evaluated based on each student's life experiences and what they learned from those experiences. Correlations were calculated measuring the relationship between the Insight Resume and the dependent variables. Findings revealed there were only slight correlations between Insight Resume score and earning a first semester GPA of 2.0 or greater, retaining from the first to the second year, and graduating in five years. In addition, logistic regression was used to measure the predictive value of the combination of the Insight Resume scores, HSGPA and composite ACT scores on predicting first semester GPA of 2.0 or higher, retention from year one to year two, or five year graduation rate. Results indicated that there was no indication any of the predictor variables significantly improved the ability to predict earning a first semester GPA of 2.0 or higher or whether a student would retain or graduate.

Download or read book A Study to Predict the Academic Success of Low Achieving High School Students at Brigham Young University with Selected Tests written by Donald L. Hughes and published by . This book was released on 1964 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predicting Academic Achievement Based on Sense of Community Among Online Public High School Students written by Randy Boydie Maraj and published by . This book was released on 2020 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: Limited research has investigated the relationship between sense of community and academic achievement, as determined by students' self-reported Preliminary Scholastic Aptitude Test (PSAT)/National Merit Scholarship Qualifying Test (NMSQT) scores. The purpose of this correlational study was to determine the extent by which sense of community can predict academic achievement among online public high school students. The predictor variables were social community and learning community. The criterion variable was academic achievement using student’s PSAT/NMSQT scores. The school form of the Classroom and School Community Inventory was given to 98 online high school students to complete. They represented a major suburban public school district comprised of 12 high schools. The students were also asked to self-report their overall PSAT/NMSQT scores. Using a predictive correlational design, a multiple regression analysis was performed to test the hypothesis that there was no statistically significant relationship between the predictor variables and the criterion variable. Results of the analysis failed to reject the null hypothesis. The study also contrasted with the results of a previous study. Recommendations for future research include using a much larger sample size and using student participants who are enrolled in online classes, traditional, or even blended instructional programs. The research should also include areas with population demographics in different environments or in different regions of the country.

Download or read book The Prediction of Academic Performance written by David E. Lavin and published by . This book was released on 1965 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Beyond Standardized Testing written by Douglas A. Archbald and published by National Association of Secondary School Principals(NASSP). This book was released on 1988 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self regulated Learning written by Dale H. Schunk and published by Guilford Press. This book was released on 1998-03-20 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text provides a framework for teaching students how to be students, and offers practical guidance on how academic learning, at its best can be brought about.

Download or read book The Impact of Opportunity Propensity and Distal Factors on Secondary Education Science Technology Engineering and Math STEM Program and Academic Outcomes written by Ryan McElyea and published by . This book was released on 2016 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2012 Program for International Student Assessment (PISA) placed the U.S. in the bottom fourth of mathematics achievement, and less than 9% of U.S. 15-year olds were top performers in the same subject. Research into addressing this issue has involved Inquiry Based (IB) programs, such as Project Lead the Way (PLTW). The studies have focused on general Science, Mathematics, Pre-Engineering, state-wide scores, or national assessment scores. Important variables such as individual transcript data, End of Course (EoC) assessment scores, mathematics and/or science Grade Point Average (GPA), or participation in the Biomedicine program of PLTW have not been researched in the context of PLTW programs. Additionally, there is a lack of research using more sophisticated statistical analyses to examine the above relationships. Therefore, the goal of the current study is to determine the relationship between the opportunity factors (i.e., mathematics and science coursework and PLTW coursework), distal factors (i.e., demographics and prior achievement) and propensity factors (i.e., GPA, mathematics and science grades and PLTW grade) with immediate academic year achievement (i.e., EoC scores) with different statistical modeling techniques. Secondly, repeated measures analyses were also used to examine the relationship between the aforementioned variables and academic achievement over time. The Freshmen Model (N = 259) and the Junior Model (N = 73) were developed using Path Analysis. The Sophomore Model (N = 135) and the Senior Model (N = 51) were developed using Hierarchical Multiple Regression. The impact on STEM PLTW grades over time and academic achievement over time (EoC scores) was analyzed by using Repeated Measures Split-Plot ANOVAs and One-Way Repeated Measures ANCOVAs. This exploratory investigation focused on the following main goals: (1) Investigating if a combination of distal, opportunity, and propensity variables can be used to predict current high school year academic achievement, and (2) Determining if a combination of distal, opportunity, and propensity factors can be used to predict high school academic achievement over time (i.e., across the four years of high school from Freshmen to Senior Year). In summary, a few themes emerged from the results of the study. As shown in the Freshmen Model, Gender plays a positive role on the EoC, but a substantial negative role in the Sophomore Model. By the Junior and Senior Models, it plays no role in academic outcome. As shown in examining PLTWG and EoC over time, there is a significant interaction with Gender. These results suggest that PLTW may have a positive effect on females, as EoC and PLTWG improve over time, which may be tied to an increased interest in the STEM fields. Secondly, as mentioned in earlier research, the performance gap between males and females is largely erased, as shown in EoC and PLTWG over time, and the lack of Gender in the Junior Model or Senior Model. By increasing female performance over time and showing that gender plays a non-significant role in predicting academic performance, it would appear that PLTW is moving towards the goal of positively impacting females in STEM (PLTW, 2012). Another trend in the analysis was the relationship between Propensity factors and predicting end of year performance. Math Grade (MG), GPA, and PLTWG were prevalent in three of the four models. By the definition, Propensity factors are impacted by efficacy, effort, and student ability, therefore it may be that this why student achievement is greatly affected by Propensity factors. Also, these variables occurred closely in time to the academic outcomes, which may explain the numerous occurrences in the static models and also the magnitude of the variable coefficients.

Download or read book Using Formative Assessment Results to Predict Student Achievement on High Stakes Tests written by Lisa W. Smith and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine whether comprehensive post formative assessments can accurately predict student academic achievement on AYP (Adequate Yearly Progress) indicators as measured by standardized criterion-referenced tests. The primary participant populations for this study were sixth, seventh, and eighth grade students enrolled in a middle school in north Georgia from 2004-2007. Over 2,900 student assessments were used to conduct the statistical research and variables such as gender, race, and socio-economic levels were not disaggregated in the data collection compilation. The data sources included the first quarter, second quarter, and third quarter post formative assessments which are administered every nine-week grading period in the school system. The findings indicated that various grade levels exhibited a higher predictability factor with certain quarterly assessments than others. Likewise, unit gains on post assessments demonstrated a statistically significant indicator for academic achievement on high stake standardized assessments.

Download or read book Analyzing and Reporting High School Transcript and Academic Achievement Data written by Mary M. Furbush and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A major challenge for all schools is improving instruction and achievement for all students. Attention has focused on structuring curriculum and courses to increase achievement by increasing the academic rigor of each course, increasing expectations for all students and providing structure and support so all students can access high quality, content-rich instruction. Changes such as eliminating lower level courses, adding additional courses that are designed to remediate or accelerate specific skills and increasing diploma requirements are being considered by school communities as ways to increase student achievement and assure all stakeholders that students receiving diplomas have the skills necessary for post-secondary success. This study focuses on student transcripts and test scores at Cape Henlopen High School. It is an in-depth look at the course taking procedures and patterns of four cohorts of 9th and 10th grade English students. Student transcripts and standardized test scores served as the basis for analyzing placement in courses, grades in courses, and examining the relationship between course taking patterns and performance on the state assessment. The study included 1,010 students who recently graduated or are still attending Cape Henlopen High School. 8th grade English teachers were surveyed about how they make their recommendations for student course placement in 9th grade English and this process is explained in detail. 9th grade English teachers participated in a focus group which discussed differences in instruction, student composition and expectation at each level of 9th grade English to provide an understanding of the educational experience for students in each course level. Finally, guidance counselors were interviewed about how communication about scheduling, course offerings and course requirements with parents, staff, students and the community occurs. The findings show that students have different educational experiences that are directly linked to the level of course they took. There is a pattern of placement in differentiated courses---minorities and males are overrepresented in the lower level courses and barely present in the higher level courses. Comparing test data with student course taking finds that students who went into high school with the same standardized test scores in 8th grade show a difference in their 10th grade test that is directly related to the level of 9th and 10th grade English courses they took. Not many students move up or down course levels, but of those who do, most move down. Overall, the study confirms that the level of course makes a difference on the educational experience of students.

Download or read book Fear of Success as Measured Through Feelings about Academic Achievement in High School Students as it Relates to Race and Gender written by Wendy L. Berg and published by . This book was released on 1991 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Social Benefits of Education written by Jere R. Behrman and published by University of Michigan Press. This book was released on 2010-08-04 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: For decades, the primary argument in justifying education has been based on its direct economic effects. Yet education also provides "social benefits" for individuals and society at large, including a better way of taking care of ourselves, and consequently creating a better society to live in. Though it is difficult to quantify these social benefits, a more systematic analysis would improve our understanding of the full effects of education and provide a basis for considering related policies. The Office of Research of the United States Department of Education commissioned a series of papers on measuring these effects of education. Those papers, revised and updated, are collected here. Kenneth J. Arrow provides perspective on education and preference formation, and Jere R. Behrman considers general conceptual and measurement issues in assessing the social benefits of education and policies related to education. These issues are taken up by experts in four fields--health, parenting, the environment, and crime. Themes addressed include measurement issues regarding what we mean by education and its benefits; basic analytical issues in assessing the impact of education on these social benefits using behavioral data; and whether the social benefits of education justify public policy interventions. Jere R. Behrman is William R. Kenan Jr. Professor of Economics, University of Pennsylvania. Nevzer G. Stacey is Senior Research Analyst, Office of Educational Research, U.S. Department of Education.

Download or read book Predicting Academic Success written by Nathan A. Anderson and published by . This book was released on 2004 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: