scholarly journals Delayed school entry and academic performance: a natural experiment

2015 ◽  
Vol 57 (7) ◽  
pp. 652-659 ◽  
Author(s):  
Julia Jaekel ◽  
Vicky Yu-Chun Strauss ◽  
Samantha Johnson ◽  
Camilla Gilmore ◽  
Dieter Wolke
Keyword(s):  
Academic Performance ◽  
Natural Experiment ◽  
School Entry ◽  
Delayed School Entry

scholarly journals Benefits of a Mindfulness-Based Intervention upon School Entry: A Pilot Study

2021 ◽  
Vol 18 (23) ◽  
pp. 12630
Author(s):  
Adam Koncz ◽  
Ferenc Köteles ◽  
Zsolt Demetrovics ◽  
Zsofia K. Takacs
Keyword(s):  
Working Memory ◽  
Academic Performance ◽  
Pilot Study ◽  
Executive Functioning ◽  
Short Story ◽  
First Graders ◽  
School Entry ◽  
Control Group ◽  
Mindfulness Intervention ◽  
Cortisol Levels

Background: mindfulness meditation is effective at fostering the executive functioning of children, i.e., the skills that play important roles in academic performance and social–emotional wellbeing. One possible mechanism for such an effect might be that meditation practices can decrease stress, especially if someone is at a risk for elevated cortisol levels, for instance, due to a stressful life event, such as starting school. Participants and methods: the present pilot study tested the effects of a six-session mindfulness intervention applied right after school entry compared to a passive control group. In total 61 first graders participated (Mage = 84.95 months, SD = 5.21) in this study from four classes of a primary school in Budapest. Repeated-measures ANOVA were performed to explore the effects on executive functioning skills and cortisol levels. Results: no effect was found on morning salivary cortisol levels, but the working memory capacities of girls significantly improved as a result of the intervention. Conclusions: a relatively short, story-based mindfulness intervention can improve the working memory capacities of first-graders; thus, it could potentially contribute to the academic performance and adaptation of children in schools.

College Readiness, Early Post-secondary Academic Performance and the GED Degree: Evidence from Kentucky

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
T. M. Tonmoy Islam ◽  
Kathryn Rouse
Keyword(s):  
Academic Performance ◽  
College Readiness ◽  
Educational Development ◽  
School Entry ◽  
First Semester ◽  
Post Secondary ◽  
Ged Graduates ◽  
Ged Credential ◽  
Math Readiness ◽  
The Relationship

Abstract We use detailed administrative data from Kentucky to provide robust descriptive evidence on the relationship between the General Educational Development (GED) degree, college readiness, and early post-secondary (PSE) academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. We also find that changes made to the GED exam in 2014 to enhance student readiness in PSE institutions did not yield meaningful improvements. Finally, we investigate the extent to which differences in math coursework can explain estimated GED-related math readiness gaps, finding coursework to account for about for about 40 percent of the observed gap.

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