Bullying May Contribute to Lower Test Scores: Psychologist Reports on Research About Effects of Bullying in High Schools

2011 ◽  
Keyword(s):  
High Schools ◽  
Test Scores ◽  
Effects Of Bullying ◽  
Lower Test

Effects of High Schools on Their Students

1975 ◽  
Vol 45 (3) ◽  
pp. 273-324 ◽  
Author(s):  
Christopher Jencks ◽  
Marsha Brown
Keyword(s):  
High School ◽  
High Schools ◽  
Test Scores ◽  
School Effectiveness ◽  
School Quality ◽  
Occupational Status ◽  
School Characteristics ◽  
Comprehensive High Schools ◽  
Social Composition ◽  
Using Data

Few people doubt that there are good and bad high schools, or that high-school quality is related in some way to high-school characteristics. Yet findings from studies of high-school effectiveness have not been consistent. Using data from Project Talent, Christopher Jencks and Marsha Brown show that earlier findings have been inconsistent because comprehensive high schools rarely have consistent effects on test scores, eventual educational attainment, or occupational status. Moreover, the authors find few relationships between high-school characteristics and any measure of high-school effectiveness. From these findings, they argue that,at least for whites, changes in high-school characteristics like teacher experience,class size, and social composition are unlikely to change high-school effectiveness,and that holding schools accountable for one outcome is unlikely to guarantee effectiveness on another. They also argue that the equalization of high-school quality would do little to reduce inequality among young adults, and that high schools should therefore concentrate on the elimination of intramural inequities.

Educating students for an outdated world

2017 ◽  
Vol 99 (2) ◽  
pp. 46-52
Author(s):  
Steven Wolk
Keyword(s):  
High School ◽  
Elementary School ◽  
High Schools ◽  
21St Century ◽  
Test Scores ◽  
Teaching Practices ◽  
Detailed Account ◽  
Civic Life ◽  
Public High Schools ◽  
The Many

Ten years ago, in Kappan, the author published a detailed account of the old-fashioned and unengaging instruction used at his son Max’s Chicago elementary school. Now he updates readers with a reflection on Max’s high school years, describing a curriculum and teaching practices that desperately need an overhaul. Thanks to its competitive entrance requirements, Max’s high school attracts students with stellar test scores, which has given it a reputation as one of best public high schools in the country. But when the author looked carefully to see what actually goes on there, he found scant evidence that the school is preparing students to think critically, read deeply, participate in civic life, or meet the many challenges of the 21st century.

A Vocal Hygiene Program for High-School Cheerleaders

1991 ◽  
Vol 22 (1) ◽  
pp. 287-290 ◽  
Author(s):  
Virginia L. Aaron ◽  
Charles L. Madison
Keyword(s):  
High School ◽  
High Schools ◽  
Test Scores ◽  
Separate Sample ◽  
Vocal Hygiene ◽  
Post Test

A vocal hygiene program for high-school cheerleaders and their advisors was developed and examined for its effectiveness in communicating information regarding voice and vocal abuse. Thirty-six cheerleaders from 4 high schools participated in the study. A separate-sample pretest-posttest design was used to evaluate the effectiveness of the program. There was a significant improvement in the pre- vs. post-test scores. The program was well received by the students. An outline of the program is included.

The Association between Standards-Based Grading and Standardized Test Scores as an Element of a High School Reform Model

2015 ◽  
Vol 117 (11) ◽  
pp. 1-28
Author(s):  
Marty Pollio ◽  
Craig Hochbein
Keyword(s):  
High School ◽  
High Schools ◽  
School Reform ◽  
Secondary Schools ◽  
Test Scores ◽  
Standardized Test ◽  
The State ◽  
Standardized Test Scores ◽  
Grading Practices ◽  
Standards Based Grading

Background/Context From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved to meet the variety of educational stakeholder expectations for schools, teachers, and students. Purpose/Objective/Research Question/Focus of Study The purpose of this study was to examine the role of standards-based grading in a high school reform by assessing the relationships between differing grading approaches and standardized test achievement. Setting The study examined student performance from 11 high schools operating in a large metropolitan school district. Population/Participants/Subjects The sample of students included two cohorts of 1,163 and 1,256 11th grade students who completed an Algebra 2 course and the state standardized test. Intervention/Program/Practice Each of the high schools implemented a locally designed reform known as Project Proficiency. A key component of the reform included utilizing standards-based grading to assess student proficiency of the content. Research Design This study utilized a non-equivalent control group design and quantitative analyses to compare the association between classroom grades and standardized test scores. Data Collection and Analysis The data for the study included the students’ final grades, standardized test scores, and basic demographic information. Findings/Results Results indicated that the rate of students earning an A or B in a course and passing the state test approximately doubled when utilizing standards-based grading practices. In addition, results indicated that standards-based grading practices identified more predictive and valid assessment of at-risk students’ attainment of subject knowledge. Conclusions/Recommendations The article demonstrates the benefits of using standards-based grading in reforms attempting to improve the academic performance of secondary schools, but also notes how restriction of grades to mastery of standards will challenge educators’ perception of their abilities and students’ efforts. The article also notes the methodological limitations of prior grading research and suggests the need for more robust studies assessing grading practices, student achievement, and school performance.

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