Education Commons^™

Academic Rigor For All: A Review Of Literature, Gabriel Reich, Volkan Sevim, Amanda Turner

MERC Publications

In this literature review, we will attempt to address the issue of academic rigor in several ways. First, we will review federal and Virginia policy documents that discuss academic rigor, and the research reports that influenced these documents. We will then attempt to articulate a clear definition of academic rigor that applies across academic contexts. This definition draws on the work of educational psychologists, sociologists, and scholars of teaching and learning. Finally we will review the research literature on rigorous classroom practice in two disciplines, history and mathematics.

Using High-Quality Data To Evaluate High School Antecedents Of On-Time College Graduation: A School/University Collaborative Study, Martin Reardon, Sandra Fritton

MERC Publications

In the face of international comparisons showing the lower level of academic skills of students in the United States, high schools have been criticized for not adequately preparing their graduates for the academic demands of college life. This is occurring at a time when the impact of global competition has heightened the importance of maintaining an educated workforce capable of sustaining the economy. Academic remediation at the college level is expensive, and its effectiveness is open to question. The ability to evaluate the antecedents of on-time college graduation using high-quality data offers school divisions the opportunity to initiate conversations about …

Investigating Factors Associated With Low Achievement Early In School: A Pilot Study, Kevin Sutherland

MERC Publications

The purpose of the current study were to (a) examine the relationship between academic achievement and social competence in a sample of kindergarten and first grade students, and (b) investigate the interventions their teachers are using with low achieving students. Sixty kindergarten and first grade students and 15 teachers participated in this study. Results indicated significant differences between low achieving and typically achieving students on reading achievement and teacher reported academic competence. No other significant difference between groups were found. Teachers reported that they most often use explicit instruction with low achieving students; evidence-based practices such as data-based decision making …

Research-Based Practices As A Protective Factor For Students At-Risk For Academic Failure, Kevin Sutherland, Donna Jovanovich

MERC Publications

Increasing pressure on teachers and administrators due to high-stakes testing has led to increased risk to our most vulnerable population, those students who arrive at school without the prerequisite skills necessary to successfully participate in the academic climate of the classroom. Unfortunately, given the large range of ability levels often present even in early elementary school, teachers face enormous challenges in meeting the needs of all their students. Further, due to the challenges inherent in teaching low-achieving students, and the ensuing classroom behavior problems often presented by these students, teachers may be conditioned to avoid interacting with these students, particularly …

Students' Perspectives On Their High School Experience, Kathleen M. Cauley, Carl Chafin, Janine Certo

MERC Publications

This study explored what it is like to be a high school student today. Our purpose was to describe the extent to which the schools in the metropolitan area are meeting the needs of their diverse body of students.

Knowing whether disengagement and alienation are widespread is important if we are to determine whether systemic change is needed or a more localized approach that targets particular students. We looked at those internal (school) factors related to instructional time; non-instructional time in school, extracurricular activities and school climate that help or hinder students’ perceived levels of engagement. Obtaining a snapshot of …

Dropping Out: Why Students Leave School, Joseph R. Boyle

MERC Publications

Previous research has indicated that students permanently leave school for a number of reasons including low grades, overage, high absentee rate, behavior problems, pregnancy, work, family problems, or drugs/alcohol. While many of these factors are often described in nebulous terms, the purpose of this study was to examine specific academic factors within the classroom that lead up to students’ permanent departure from school, and to learn firsthand, from students who have dropped out of school.

The purpose of this study was to use qualitative in-depth interviews of students who had left school for academic reasons, to identify specific factors in …

The Integration Of Academic And Vocational Education, John Pisapia, Earl Riggins

MERC Publications

Vocational and academic education in U.S. high schools became separate entities around the turn of the century. Academic education has historically conisted of courses including English, history, mathematics, science, foreign languate, and fine arts. Such an education prepares studens for further education at the college or university level. Such an education may be supplemented with courses which familiarize students with the uses of technology. Occupational skills trining hs not been a component of academic education. Traditionally, vocational education has focued on specific skill training for entry-level jobs by offering students training in occupationally specific areas. While a large number of …