The development of science achievement in middle and high school. Individual differences and school effects

Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.     

Purpose plus: supporting youth purpose, control, and academic achievement

Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic achievement. Using a sample of 209 high school students, this study examines the effectiveness of an intervention designed to promote purpose development and internal control over academic success in high school students from a low-socioeconomic-status community. Findings reveal that a short-term intervention was effective in significantly increasing internal control over academic success and purpose in life for students participating in the intervention group. In addition, analysis of academic achievement for students who experienced positive gains in internal control and purpose demonstrates significant gains in academic achievement as measured by grade point average. Implications are made for further study of internal control and life purpose as a means of academic intervention in the effort to address the achievement gap.     

Racial Segregation and the Black/White Achievement Gap, 1992 to 2009

In this study, we draw on longitudinal, state‐level data to analyze the impact of four distinct forms of school racial segregation on black/white achievement gaps in math and reading. Pooled time‐series analyses with two‐way fixed effects suggest that increases in black–white dissimilarity and black student isolation contribute to black/white achievement gaps, increases in black–white exposure reduce achievement gaps, and increases in exposure of black students to other minority students have no impact. We conclude by discussing the implications of school racial segregation as a source of academic achievement disparities between black and white students in the contemporary United States.     

How consistent are class size effects?

Thus far researchers have focused on computing average differences in student achievement between smaller and larger classes. In this study, the author focus on the distribution of the small class effects at the school level and compute the inconsistency of the small class effects across schools. The author use data from Project STAR to estimate small class effects for each school on mathematics and reading scores from kindergarten through third grade. Then, all school estimates were combined to calculate an overall weighted average. The results revealed that a large proportion of the school-specific small class effects are positive, while a smaller proportion of the estimates are negative. Although students benefit considerably from being in small classes in many schools, in other schools being in small classes is either not beneficial or is a disadvantage. Small class effects were inconsistent and varied significantly across schools in all grades indicating a small class by school interaction.     

Trends and transitions from secondary school: insights from a boarding school for disadvantaged New Zealand youth

Engagement in further education, employment or training following the completion of compulsory schooling is an important predictor of adult life adjustment. As a key microsystemic context, supportive school environments can facilitate positive transitions, especially for disadvantaged youth who are at higher risk of underachievement and not engaging in further education, employment or training (NEET) in emerging adulthood. The present research consists of quantitative and qualitative analyses of secondary data of three student cohorts from a New Zealand boarding secondary school for males from disadvantaged backgrounds to investigate positive transition outcomes and experiences. The quantitative study (N = 178) compared participants’ educational attainment and NEET status across cohorts and with national statistics. Results showed that participants’ achievement and transition outcomes were consistently superior to the national comparison. The qualitative study (N = 38) examined the subjective experiences of a subsample of participants who transitioned to tertiary study and apprenticeship courses. These findings highlight the importance of cultivating students’ holistic development during the secondary school years. Implications for secondary schools are discussed.     

Student commitment and purpose in a private secondary school

Research on public education often concludes that low achievement is partly caused by a lack of student commitment to an educational goal. This study investigates the sense of academic purpose among students in a private secondary school where all graduates go to college, and explores the mechanisms of student commitment built into the social organization of the school. Results show that educational commitment among students develops from intensive face-to-face interaction in a primary community, the sense of history and tradition resulting from continuity in students' educational experiences, and the substantial power students have over their own school lives. These results add qualitative information to the debate over differences between public and private education, and suggest ways to improve public schools.     

A longitudinal analysis of the effects of open enrollment on equity and academic achievement: Evidence from Minneapolis,Minnesota

Open enrollment was expected to provide students in urban school settings with equal opportunity to access schools with abundant educational resources that led to improved student achievement. The One-way ANOVA and Linear Mixed Models used a propensity score matching method were administered to identify to what extent urban students utilized inter-district open enrollment in a Midwestern city and to compare their performances on standardized tests before and after the school transfer had occurred. The results indicated that open enrollment provided black students and students in the child welfare system with equal access to racially and socioeconomically integrated schools. However, these students' academic performance was not significantly enhanced by their open enrollment, except the 3rd grade student achievement in math. The results raised questions about the characteristics of open enrollment. Recommendations for future research are made; study limitations are addressed.     

Modeling stability of growth between mathematics and science achievement during middle and high school

In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers.     

The Effect of Immigrant Communities on Foreign‐Born Student Achievement1

This paper explores the effect of the human capital characteristics of co‐ethnic immigrant communities on foreign‐born students’ math achievement. We use data on New York City public school foreign‐born students from 39 countries merged with census data on the characteristics of the immigrant household heads in the city from each nation of origin and estimate regressions of student achievement on co‐ethnic immigrant community characteristics, controlling for student and school attributes. We find that the income and size of the co‐ethnic immigrant community has no effect on immigrant student achievement, while the percent of college graduates may have a small positive effect. In addition, children in highly English proficient immigrant communities test slightly lower than children from less proficient communities. The results suggest that there may be some protective factors associated with immigrant community members’ education levels and use of native languages.     

The Unintended Effects of Private School Competition

We examine whether competition from private schools improvespublic school performance and expenditure. It is difficult methodologicallyto isolate the effect of competition, but we use new measuresof competition in both the public and the private school sectorand a data set comprising detailed background information onmore than 35,000 public school students in the Danish vouchersystem. This design provides a relatively firm support for theconclusion that competition does not improve achievement ofpublic school students but that it increases public expenditureper student. Finally, we argue that there may be several goodreasons for this.     

Gender roles and scholastic performance among adolescent Vietnamese women: the paradox of ethnic patriarchy

The author argues that Vietnamese patriarchal views regarding gender roles have led to greater educational advancement among Vietnamese women as compared to men in the US. Data for this study were obtained from the 1990 census and from interviews in 1994 at two high schools located near a Vietnamese community and at a public high school for honor students. The survey sample included 402 Vietnamese students from the three schools. The sample was 90% of all Vietnamese students enrolled at these schools and 75% of high school students living in the neighborhood near the schools. Census data showed that Vietnamese women over age 25 were more likely than similarly aged men to have less than a high school education or a college education. The education gap between men and women declined among the population aged under 25 years. Among married men and women aged 16-24 years, there were few gender differences in the proportion of school drop outs. However, among the unmarried aged 16-24 years, young women were significantly more likely to be enrolled in college and were less likely to drop out of school. Among the sample student population, findings indicate that female students had significantly higher grades and spent more time on home work. Census reports reveal that women were more likely both to report the lack of plans for college and to report that college was very important to them. Fathers stressed the importance of obedience until marriage and achievement among daughters. Fathers expected daughters to advance educationally for a number of reasons. Mothers agreed with fathers that the education and employment of women was not a rejection of traditional Vietnamese values. Mothers believed that daughters would be increasing their potential resources by improving their educational status. Adolescent males held more traditional attitudes towards wives as mothers. Young women reported stricter social controls of behavior from parents.     

Student and school factors associated with school suspension: A multilevel analysis of students in Victoria,Australia and Washington State,United States

One of the common issues schools face is how best to handle challenging student behaviors such as violent behavior, antisocial behavior, bullying, school rule violations, and interrupting other students' learning. School suspension may be used to remove students engaging in challenging behaviors from the school for a period of time. However, the act of suspending students from school may worsen rather than improve their behavior. Research shows that suspensions predict a range of student outcomes, including crime, delinquency, and drug use. It is therefore crucial to understand the factors associated with the use of school suspension, particularly in sites with different policy approaches to problem behaviors. This paper draws on data from state-representative samples of 3129 Grade 7 and 9 students in Washington State, United States and Victoria, Australia sampled in 2002. Multilevel modeling examined student and school level factors associated with student-reported school suspension. Results showed that both student (being male, previous student antisocial and violent behavior, rebelliousness, academic failure) and school (socioeconomic status of the school, aggregate measures of low school commitment) level factors were associated with school suspension and that the factors related to suspension were similar in the two states. The implications of the findings for effective school behavior management policy are that, rather than focusing only on the student, both student and school level factors need to be addressed to reduce the rates of school suspension.     

Long-Term Changes in Attitudes Toward Premarital Sex in the United States: Reexamining the Role of Cohort Replacement

Attitudes toward premarital sex in the United States have changed considerably since the 1970s. However, it is unclear whether these changes are due to cohort replacement, broader changes within cohorts, or a combination of the two processes. We examined within- and between-cohort changes in attitudes toward premarital sex in the United States from 1975 to 2008 using hierarchical age-period-cohort models based on data from the General Social Survey. We used a religious plausibility structure framework to examine several possible mechanisms for within- and between-cohort variation in premarital sex attitudes over time, including changes in religious participation, marital patterns, and family structure. The results provided mixed support for our hypotheses. Attitudes toward premarital sex became more permissive over time in the United States in part because of the process of cohort replacement, but the level of permissiveness peaked with the baby boomer cohorts. This cohort effect is due in part to differences in rates of religious service attendance and educational attainment. However, the overall increase in permissive attitudes toward premarital sex is also due to period effects that are not captured by the measures included in our analyses.     

Self Esteem,Academic Achievement,and Moral Development Among Adolescent Girls

Abstract

Girls who play sports are known to display more self-confidence and tend to have a higher moral development. Using data on high school girls, we explore the effectiveness of competitive team sports on their self-confidence, use of drugs and alcohol, spirituality/religiosity, and academic achievement. Good performance in sports enables them to have some control over their behavior and their future. We suggest that school administrators might want to encourage their female students to be active in sports, and parents might want to encourage their daughters to be active in sports, as it helps in achievement orientation and moral development.     

Sleepless in school? The social dimensions of young people’s bedtime rest and routines

There are increasing concerns that social pressures, such as family changes and social media, are ‘invading’ the sanctuary of the bedroom with the result that students arrive at school tired and stressed. This paper seeks to examine whether these concerns are justified and contribute to the growing literature on the social dimensions of sleep through examining the rest and routines of two cohorts of young people aged 12–13 and 14–15 years old. Our research indicates that, in general, most young people have ‘reasonable’ amounts of sleep and routines. But, a significant proportion does go to school tired, with apparent negative consequences for their well-being. The paper examines some of the within-cohort variations, in particular, the significance of volume of sleep, routines and engagement with social media and how these may reflect the material and cultural circumstances of the young people. The paper concludes by arguing for more research on the complex social causes and consequences of sleep deprivation among today’s youth.     

Schule und Schulklasse als soziale Kontexte der Entwicklung im Jugendalter

Studies dealing with the importance of social contexts already have a long tradition in empirical sociological and educational research. One possibility of applying context analysis is to consider schools as multi-level systems. The contribution focuses on the question of the relevant context factors on classroom and school level for the development of school achievement as a key aspect of development in adolescence. It is also examined whether social responsibility goals and norms are indicators of mediating processes between context variables on the one hand and school achievement on the other hand. Data base is the study “Competences and attitudes of students” (KESS) that examines the development of Reading achievement from grade 7 to 8 of a whole student cohort (9,682 students in 467 classes and 142 schools in Hamburg, Germany). Stepwise multi-level regression analyses reveal individual student characteristics, the average ability composition on the class level and the attended track on the school level as relevant predictors of the development of achievement. Social responsibility goals and norms are relevant indicators of mediating processes within the proximal context of the classroom, but not within the context of the schools. These processes are, however, gender-specific.     

转型期农村教育社会分层功能弱化的制度性因素

学校教育制度应该促进农村学生的向上社会流动,然而在我国社会转型过程中的教育制度以城市教育为中心,优先发展城市教育,以"市场能力"和学业成绩作为学校选拔规则,以及重点学校制度对农村学生获得高一级教育机会的制约,导致了对农村学生的"教育排斥"。教育制度的城市化、市场化、精英化取向是转型期农村教育社会分层功能弱化的制度性原因。将现阶段农村教育主要功能定位于促进农村学生城市化和社会地位升迁,确立教育制度的正义原则,实现对农村学生的"差异补偿"是解决这一问题的主要思路。     

School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis

Recent federal and state policies promote school-level parent involvement (PI) (e.g., volunteering), although evidence linking it to both student-level academic performance and school-level outcomes is thin. Using social capital theory and drawing upon a longitudinal sample of public schools (n = 914) from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K), we examine the relationship of school-level student achievement and the school learning environment to three forms of school-level PI: involvement directed toward school improvement (public-good PI); involvement directed toward parents' own children's schooling (private-good PI); and the formation of social networks among parents (networking). Multilevel modeling analyses revealed that schools characterized by high aggregate levels of parents' public-good PI (participation in PTA/PTO, volunteering, and fundraising) and networking were more likely than other schools to have higher percentages of students at or above national/state standards in math and reading achievement and more likely to show more positive learning environments. School-level socio-economic status (SES) moderated these effects such that aggregate private-good PI and networking related to more positive learning environments and higher school achievement in low-SES schools while aggregate public-good PI brought more benefit within high-SES schools.     

Minority Students in Mathematics: The Reading Skills Connection

The research discussed in this paper examined the performance of male and female minority students in the subject areas of mathematics and reading. The subjects for the study consisted of over one thousand junior and senior high school students who were enrolled in fifty-nine different mathematics classes at eleven different schools across the country. Most of the students–69 percent–were of non-minority background. Blacks represented the largest portion (87.6 percent) of the minority segment. The study had four objectives: (1) to compare the performance of minority students on achievement tests in mathematics with their performance on achievement tests in reading; (2) to compare the performance of minority students on achievement tests in mathematics and reading with the performance of non-minority students in those tests; (3) to compare the performance of male minority students with that of female minority students; and (4) to consider the relationship between performance on achievement tests in reading and mathematics to course grade in mathematics. The overall purpose of the study was to further our understanding of the type of academic preparation occurring among pre-college students from minority backgrounds.     

Absurdly Ambitious? Teenagers’ Expectations for the Future and the Realities of Social Structure

Expectations for achievement in the US border on the unrealistic. High school students expect to obtain better jobs and more education than current cohorts have achieved. Many youth also seem unaware of how to realize their ambitions. These findings lead to several questions about the causes and consequences of ambition. First, how do American youths’ ambitions compare with those of past cohorts and what consequences stem from rising ambitions? Second, how likely is it that youth will achieve their ambitions? What structural forces hinder or assist the goal attainment process? Finally, what cultural and institutional forces shape ambition in the United States? We review available evidence for these questions. Experts agree that the youth are overly ambitious, but debate the consequences of over‐ambition. Furthermore, youth privileged by their race, class, and gender status are more likely to achieve their ambitions than less privileged youth, confirming the key sociological premise that broader social structures play an important role in whether individuals realize their dreams.