scholarly journals The Long-Run Impacts of Specialized Programming for High-Achieving Students

2020 ◽  
Vol 12 (1) ◽  
pp. 127-166 ◽  
Author(s):  
Sarah R. Cohodes
Keyword(s):  
High School ◽  
Public Schools ◽  
Latino Students ◽  
Sixth Graders ◽  
Fuzzy Regression ◽  
Boston Public Schools ◽  
High Achieving Students ◽  
Long Run ◽  
High Achieving ◽  
Work Class

I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying “on track” throughout high school, with little evidence that AWC gains result from peer effects. (JEL H75, I21, I28, J15)

scholarly journals Academic Self-Efficacy of High Achieving Students in Mexico

2017 ◽  
Vol 6 (2) ◽  
pp. 84 ◽  
Author(s):  
Ana Karen Camelo-Lavadores ◽  
Pedro Sánchez-Escobedo ◽  
Jesus Pinto-Sosa
Keyword(s):  
Public Schools ◽  
Self Efficacy ◽  
Spanish Language ◽  
Education Practice ◽  
High Achieving Students ◽  
Private And Public ◽  
High Achieving ◽  
Academic Self Efficacy

The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high schoolstudents. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, highachieving students showed significantly higher academic self-efficacy that their peers. However, interesting genderdifferences were found. Whereas men had higher self-efficacy feelings towards Math, Sciences and English as asecond language; women showed higher self-efficacy in Spanish language. Likewise, private school’s studentsshowed feelings of academic self-efficacy. Implications of findings for education practice and research are discussed. 

Julius Eichberg: String and Vocal Instruction in Nineteenth-Century Boston

1996 ◽  
Vol 44 (2) ◽  
pp. 147-159
Author(s):  
Sondra Wieland Howe
Keyword(s):  
High School ◽  
Public Schools ◽  
Music Education ◽  
School System ◽  
Vocal Music ◽  
The United States ◽  
String Education ◽  
Choral Works ◽  
Boston Public Schools ◽  
Vocal Instruction

Julius Eichberg (1824-1893) made valuable contributions to the development of music education through his string and vocal instruction in Boston. Educated in Europe, Eichberg was a violin professor in Geneva before immigrating to the United States in 1857. He directed the Boston Museum Concerts 1859-1866 and composed four operas. In 1867, he founded the Boston Conservatory, developed its string department, and published string method books and chamber music. In the Boston public schools, Eichberg taught high school vocal music, supervised music for the entire school system, and taught teacher-training courses. Boston s school system became a model for other school systems. The annual Music Festivals in Boston, with Eichberg conducting choruses and orchestras, brought the schools positive publicity. Eichberg also composed choral works for his school choruses and edited music textbooks. Eichbergs work in string education and high school choral music laid foundations for programs in the twentieth century.

scholarly journals The Image Of IAIN Padangsidimpuan Among High Achievement Students (Educational Services Marketing Perspective)

2020 ◽  
Vol 5 (2) ◽  
pp. 323-334
Author(s):  
Muhammad Isa ◽  
Budi Gautama Siregar
Keyword(s):  
High School ◽  
Data Processing ◽  
The State ◽  
T Test ◽  
Test Results ◽  
Prospective Students ◽  
School Students ◽  
High Achieving Students ◽  
New Students ◽  
High Achieving

The presence of students in a tertiary institution is an absolute requirement that must be met. IAIN Padangsidimpuan applies three different types of selection of new student candidates. These include the National Academic Achievement Selection (Seleksi Prestasi Akademik Nasional/SPAN - PTKIN), the State Islamic College Entrance Examination (Ujian  Masuk  Perguruan  Tinggi  Agama Islam Negeri/UM - PTKIN), and Independent Exams. SPAN - PTKIN is intended to recruit prospective new students from high achieving students. However, many prospective students who passed the SPAN-PTKIN pathway did not re-register again. This condition occurs almost every year. SPAN - PTKIN is intended to recruit prospective new students from high achieving students. However, many prospective students who passed the SPAN-PTKIN pathway did not re-register. This condition occurs almost every year. This has led to the presumption that there is a tendency for prospective new students from high achieving students through the SPAN-PTKIN pathway to have low interest in continuing education at the Padangsidimpuan IAIN. So it needs to be investigated how the actual image of IAIN Padangsidimpuan among high achieving students and other related aspects. This is important as input for improving the selection system for prospective new students or making decisions in the planning of promotion strategies for Padangsidimpuan IAIN in the future. This research is a descriptive quantitative research. The population of this study was all high achieving students at the State High School / Islamic High School level in Padangsidimpuan City. The main instrument was a questionnaire distributed to 220 respondents, which were selected by purposive sampling technique. Data analysis was performed by t-test and ANOVA. Data processing is done by SPSS software. From the results of data processing, it is known that the overall Iangs Padangsidimpuan imagery among Padangsidimpuan City achievers is included in the "good" category, with a value of 3,2353 from the maximum scale of 5. The t test results are known that, the Islamic High School students' point of view regarding the image of IAIN Padangsidimpuan is better than state school students. Therefore, it is necessary to do more frequent promotion to the state schools. From the ANOVA test results it is known that there is actually no difference in the image of the IAIN Padangsidimpuan between groups of respondents from different family classes. This indicates that IAIN Padangsidimpuan does not need to differentiate promotion methods for students from economically well-off families, middle class, or poor families.

The role of college admissions representatives in the college application process by students' income and academic achievement

2017 ◽  
Author(s):  
◽  
Enyu Zhou
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
College Choice ◽  
Low Income ◽  
College Admissions ◽  
School Students ◽  
College Application ◽  
High Achieving Students ◽  
High Achieving

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] College access is one of the most studied areas in higher education, and yet college enrollment rates remain problematically stratified by socioeconomic status (SES) (Baum, Ma, and Payea, 2013). Low-income high-achieving students apply to different sets of colleges compared to high-income high-achieving students. Most low-income highachievers do not apply to selective universities. The lack of information regarding the college application process, college cost and financial aid was a reason why low-income high-achieving students fail to apply to selective colleges (Hoxby and Avery, 2013; Hoxby and Turner, 2013). This study examined the relation between contact with college admissions representatives as a source of information and college choices by high school students. In particular, it focused on how these relations vary across the spectrum of SES and academic achievement groups. The sample for this study drawn from the Education Longitudinal Study of 2002 (ELS: 2002) from the National Center for Education Statistics (NCES). This study used the Hossler and Gallagher (1987) three-stage college choice model, Perna's (2006a) multi-layer college choice model, and Tierney and Venegas' (2009) cultural ecological theory for its theoretical framework. This theoretical framework provided guidance to understand the relation between college information and college application behavior of high school students. Logistic regression, fixed effects, and propensity score weighting (PSW) models were used to examine the relation between contact with college admissions representatives and college application. These models by SES and academic achievement were also used to identify differential effects of contact with college representatives across SES and academic achievement. Overall interpretation of the results suggested that there was a positive relationship between contact with college admissions representatives and college application. Aligning with the literature, this study also found that students' demographic characteristics, academic preparedness and other information sources were strongly associated with the probability of college application. However, the influence of college representatives did not vary across SES and academic achievement significantly. Results of this study provided valuable insights on the role of college admissions representatives on college application, which can lead to better insights on improving college choice strategies for high school students. The study concluded with discussions and implications for theory, practice, and future research.

Does an Urban Teacher Residency Increase Student Achievement? Early Evidence From Boston

2012 ◽  
Vol 34 (4) ◽  
pp. 413-434 ◽  
Author(s):  
John P. Papay ◽  
Martin R. West ◽  
Jon B. Fullerton ◽  
Thomas J. Kane
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
English Language ◽  
Veteran Teachers ◽  
Value Added ◽  
Boston Public Schools ◽  
Increase Student Achievement ◽  
Long Run ◽  
Improve Student Achievement ◽  
Teacher Residency

Boston Teacher Residency (BTR) is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in the Boston Public Schools (BPS). The authors found that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain teaching in the district through Year 5. Initially, BTR graduates for whom value-added performance data are available are no more effective at raising student test scores than other novice teachers in English language arts and less effective in math. The effectiveness of BTR graduates in math improves rapidly over time, however, such that by their 4th and 5th years they outperform veteran teachers. Simulations of the program’s overall effect through retention and effectiveness suggest that it is likely to improve student achievement in the district only modestly over the long run.

Site-Based Management in a Collective Bargaining Environment: Can We Mix Oil and Water?

1993 ◽  
Vol 2 (3) ◽  
pp. 320-324 ◽  
Author(s):  
Todd A. DeMitchell ◽  
Richard Fossey
Keyword(s):  
High School ◽  
Public Schools ◽  
Collective Bargaining ◽  
Sir Walter Scott ◽  
Boston Public Schools ◽  
School Based ◽  
Site Based Management ◽  
School Based Management ◽  
Walter Scott ◽  
School Headmaster

Don't think that, by itself, [school-based management] will produce anything. —Albert Shanker president of AFT, 19881 The school-based management that has been heralded in this town is bogus. — High school headmaster Boston Public Schools, 1991 We shall never learn to & respect our real calling & unless we have taught ourselves to consider everything as moonshine, compared with the education of the heart. —Sir Walter Scott

Personality Attributes of High IQ/High Achieving Gifted Adolescents: Implications of the Personal Styles Model

1996 ◽  
Vol 20 (1) ◽  
pp. 84-102 ◽  
Author(s):  
Gregory A. Holliday ◽  
James R. Roller ◽  
Joseph T. Kunce
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Characteristics ◽  
School Students ◽  
Normal Personality ◽  
High Achieving Students ◽  
Personality Correlates ◽  
High Achieving ◽  
Gifted Adolescents

The nonpathological personality characteristics of high IQ/high achieving high school students were assessed using the Personal Styles Inventory (PSI) and the 16PF. All PSI scales were significantly correlated with one or more of the 16PF scales. Basic personality characteristics of the High IQ/High Achieving students did not differ remarkably from students in general; and, in many instances, the PSI results were more suitable for describing normal personality characteristics and generating usable insights for the students. Implications for assessing normal personality correlates with the gifted are discussed.

scholarly journals The Effects of Financial Aid Loss on Persistence and Graduation: A Multi-Dimensional Regression Discontinuity Approach

2021 ◽  
pp. 1-60
Author(s):  
Todd R. Jones ◽  
Daniel Kreisman ◽  
Ross Rubenstein ◽  
Cynthia Searcy ◽  
Rachana Bhatt
Keyword(s):  
High School ◽  
Financial Aid ◽  
Regression Discontinuity ◽  
Hope Scholarship ◽  
High School Gpa ◽  
High Achieving Students ◽  
Scholarship Program ◽  
High Achieving ◽  
Act Score

For years Georgia's HOPE Scholarship program provided full tuition scholarships to high achieving students. State budgetary shortfalls reduced its generosity in 2011. Under the new rules, only students meeting more rigorous merit-based criteria would retain the original scholarship covering full tuition, now called Zell Miller, with other students seeing aid reductions of approximately 15 percent. We exploit the fact that two of the criteria were high school GPA and SAT/ACT score, which students could not manipulate when the change took place. We compare already-enrolled students just above and below these cutoffs, making use of advances in multi-dimensional regression discontinuity, to estimate effects of partial aid loss. We show that, after the changes, aid flowed disproportionately to wealthier students, and find no evidence that the financial aid reduction affected persistence or graduation for these students. The results suggest that high-achieving students, particularly those already in college, may be less price sensitive than their peers.

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