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Full-Text Articles in Education
Achievement, Engagement, And Behavior Outcomes Of At-Risk Youth Following Participation In A Required Ninth-Grade Academic Support Study Center Program, Jeffrey P. Wagner
Achievement, Engagement, And Behavior Outcomes Of At-Risk Youth Following Participation In A Required Ninth-Grade Academic Support Study Center Program, Jeffrey P. Wagner
Student Work
Overall, pretest-posttest results for achievement, behavior, and engagement for at-risk boys not eligible (n = 13) and eligible ( n = 9) for participation in the free or reduced price lunch program who completed a school-year long academic support study center program were not statistically different over time and end of school year for cumulative grade point average scores, pre-ACT scores for English, math, reading, science, and composite, total credits earned, and participation in school sponsored activities. However, at-risk boys eligible for participation in the free or reduced price lunch program had statistically significantly lower total posttest office referral …
The Impact Of A School-Wide High School Advanced Placement Program And Culture On Participating Students' High School Achievement And Engagement Outcomes And First Year University Academic Success, Gregory E. Tiemann
Student Work
Along with a high grade point average and high standardized test scores, access and success in higher education is impacted by the courses on a student's transcript. Advanced Placement (AP) courses have set up a cooperative endeavor between secondary schools and colleges, increasing the likelihood of higher levels of educational attainment and early college success. An AP culture which challenges high school students in taking more advanced placement courses can serve as the greatest impact for them as they are bound for college and academic success. This study examined the relationship of AP courses and student achievement as measured by …
The Effect Of Optional Summer Transition To High School Program Participation And Required School Year Long Placement On A Core Content Team On Ninth-Grade Students At-Risk Measured Achievement, Engagement, And Behavior Outcomes, Frances K. Pokorski
Student Work
No significant difference in beginning ninth-grade pretest compared to ending ninth-grade posttest comparisons of American History t (17) = 0.34, p = .37 (one-tailed), d = 0.09, English t (17) = 1.40, p = .09 (one-tailed), d = 0.34, and Biology (t (17) = -1.58, p = .07 (one-tailed), d = -0.22, course grade scores were observed for students at-risk who accepted optional summer transition to high school program participation and completed the required school year long placement on a core content team. Students at-risk who refused optional summer transition to high school program participation but completed the required …
Achievement, Engagement, And Behavior Outcomes Of Youth At Risk Following A Pre- Eighth-Grade Summer Academic Enrichment Program And Participation In A School- Wide, School Year Long, Ownership, Mastery, And Grading Initiative, David K. Alati
Student Work
A significant difference was found for youth at risk who refused the pre-eighth-grade summer academic enrichment program pretest-posttest comparisons for total reading (t (19) = 2.05, p = .05 (one-tailed), d = 0.473 but not for reading vocabulary t (19) = 1.58, p = .07 (one-tailed), d = 0.351, and reading comprehension t (19) = 1.65, p = .06 (one-tailed), d = 0.392, also where all test scores were in the direction of improvement. No posttest-posttest Analysis of Variance difference was observed for between groups reading achievement test score comparisons. A pattern of significant language test score improvement was …
The Effect Of Explicitly Differentiated Reading Instruction Groups On Eighth-Grade Students' Achievement, Behavior, And Engagement In A School Seeking To Reestablish Adequate Yearly Progress Benchmarks, Sean P. Dunphy
Student Work
The purpose of this study was to determine the effect of explicitly differentiated reading instruction groups on eighth-grade students’ achievement, behavior, and engagement in a school seeking to reestablish adequate yearly progress benchmarks. The results of this study supported student participation in explicitly differentiated reading instruction groups. Because students in High Reading Ability (n = 25), Middle Reading Ability (n = 25), and Low Reading Ability (n = 25) groups maintained average to above average achievement test scores on several measures with commensurate classroom grade performance, and appropriate behavior and engagement to support school success during eighth grade, the results …
The Impact Of An Advisor-Advisee Mentoring Program On The Achievement, School Engagement, And Behavior Outcomes Of Rural Eighth Grade Students, Christopher J. Herrick
The Impact Of An Advisor-Advisee Mentoring Program On The Achievement, School Engagement, And Behavior Outcomes Of Rural Eighth Grade Students, Christopher J. Herrick
Student Work
The purpose of this exploratory two-group pretest-posttest comparative survey study was to determine the effect of a team adviser-advisee academic, behavior, and character mentoring program on the achievement, school engagement, and behavior outcomes of eighth grade students determined to be above ( n = 21) and below (n = 15) eligibility guidelines for free and reduced price lunch participation during the 2008-2009 school year.
The Effects Of Positive School Engagement On Math And Reading Achievement In Midwestern Suburban Middle School Students, Heather C. Phipps
The Effects Of Positive School Engagement On Math And Reading Achievement In Midwestern Suburban Middle School Students, Heather C. Phipps
Student Work
Ensuring high academic achievement in schools with increasingly diverse students is a challenge. Assessing student engagement can be a powerful tool in predicting potential success and identifying students who may need additional support. Positive youth development theory supports focusing on a young person’s strengths, and an asset-based approach to education can raise student achievement. During the 2007-2008 school year, seventh grade students were assessed for school engagement using the Developmental Assets Profile. Students were identified as either not engaged or engaged in school. For two years, achievement in reading and math as well as grade point average was collected and …
The Effect Of Explicitly Differentiated Reading Instruction Groups On Eighth-Grade Students’ Achievement, Behavior, And Engagement In A School Seeking To Reestablish Adequate Yearly Progress Benchmarks, Sean P. Dunphy
Student Work
The purpose of this study was to determine the effect of explicitly differentiated reading instruction groups on eighth-grade students' achievement, behavior, and engagement in a school seeking to reestablish adequate yearly progress benchmarks. The results of this study supported student participation in explicitly differentiated reading instruction groups. Because students in High Reading Ability (n = 25), Middle Reading Ability (n = 25), and Low Reading Ability (n = 25) groups maintained average to above average achievement test scores on several measures with commensurate classroom grade performance, and appropriate behavior and engagement to support school success during eighth grade, the results …
Effect Of A Career, Academic, Personal And Social Growth High School Transition Program Option On 9th-Grade Students' Achievement, Behavior, And Engagement, Tiffanie A. Gauchat
Effect Of A Career, Academic, Personal And Social Growth High School Transition Program Option On 9th-Grade Students' Achievement, Behavior, And Engagement, Tiffanie A. Gauchat
Student Work
The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group ( n = 30) and the comparison academic/elective course option programs group (n = 30) maintained average to above average achievement test scores and course grades, appropriately low levels of absence and tardy frequencies, and athletic, co-curricular, and extra-curricular school engagement participation suggesting school success during 9th-grade. Faced with social and emotional changes associated with adolescence and increased academic demands to …
The Effect Of A Rural High School Combination Supplemental Literacy Program On Emerging Readers’ Achievement, Engagement, And Behavior Outcomes, Mark L. Adler
Student Work
No abstract provided.
The Effects Of Parent Involvement On The Reading Achievement And Reading Engagement Of Students Participating In A Balanced Reading Curriculum, Ledonna M. York
The Effects Of Parent Involvement On The Reading Achievement And Reading Engagement Of Students Participating In A Balanced Reading Curriculum, Ledonna M. York
Student Work
This study evaluated the reading achievement scores and reading engagement outcomes of second grade students, in an urban magnet center, whose parents were randomly selected to participate in active parent involvement training (APIT; n = 13) sessions compared to information based parent involvement training (IBPIT; n = 6) sessions. Results of the pretest posttest two group comparative study examined (a) reading achievement scores as measured by (i) Dynamic Indicators of Basic Early Literacy Skills 6th edition (DIBELS); and (ii) Group Reading Assessment and Diagnostic Evaluation (GRADE); and (b) reported reading engagement frequencies as measured by student (i) school absences, (ii) …