scholarly journals Exposure to school and classroom racial segregation in Charlotte-Mecklenburg high schools and students’ college achievement

2016 ◽  
Vol 24 ◽  
pp. 32 ◽  
Author(s):  
Jason Giersch ◽  
Martha Cecilia Bottia ◽  
Roslyn Arlin Mickelson ◽  
Elizabeth Stearns
Keyword(s):  
High School ◽  
White Students ◽  
Students Of Color ◽  
High School Graduates ◽  
Racial Segregation ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
College Achievement ◽  
The University

In this study we investigate Charlotte Mecklenburg Schools (CMS) high school graduates’ academic performance in the first year of college and test whether their exposure to racial segregation in high school at both the school and classroom levels affected their college freshman grade point averages. Utilizing administrative data from the Roots of STEM Success Project, we track the CMS class of 2004 from middle school through its first year of education in the University of North Carolina (UNC) system. Our findings show that segregation among schools and among classes within schools compromises college achievement for students of color while offering no significant benefits to white students’ college achievement.

Integration and Scholastic Performance: A Pilot Study of Chicago Public High School Graduates Attending the University of Illinois, Chicago

1970 ◽  
Vol 26 (3) ◽  
pp. 887-891
Author(s):  
Ellis Little ◽  
Gadis Nowell
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
High Schools ◽  
White Students ◽  
High School Graduates ◽  
Public High School ◽  
Grade Point ◽  
Scholastic Performance ◽  
Individual Ability ◽  
The University

Grade point averages of 897 white university students representing 25 public high schools in Chicago were examined. Socioeconomic status and individual ability were taken into consideration. A comparison was then made of the scholastic performance of white students who attended integrated high schools and that of white students who attended white-segregated high schools. With no refinement as to ability or socioeconomic status, white students from integrated high schools performed as well as white students who attended white-segregated high schools. However, when the above average ability—above average socioeconomic status groups—are compared, the findings are barely significant (if P = .05). This leaves open the question of whether there may be some slight suppression of achievement associated with attendance at an integrated high school. More research is necessary before definite conclusions can be teached.

scholarly journals Performance of FCAE diploma holders at USP

2002 ◽  
Vol 20 (1) ◽  
pp. 62 ◽  
Author(s):  
U J Dixit ◽  
V U Dixit ◽  
M V Reddy
Keyword(s):  
Statistical Analysis ◽  
South Pacific ◽  
Grade Point Averages ◽  
First Year ◽  
The South ◽  
Similar Nature ◽  
Grade Point ◽  
Advanced Education ◽  
Study Programme ◽  
The University

The University of the South Pacific (USP is currently attracting many students who have completed a Diploma at the Fiji College of Advanced Education (FCAE) into its study programmes. These students are not required to do certain courses, mostly those at the first year level, as they had done courses of a similar nature at FCAE and hence these are cross-credited towards their study programme as USP. In order to ensure that the granting of cross-credits for these FCAE courses is justified, USP needs to study the performance of these students. In this paper, we have carried out a statistical analysis using the Cumulative Grade Point Averages (CGPA) of all 67 such students. Results of the analysis indicate that the performance of these students justifies the granting of cross-credits.

scholarly journals Study of performance of first year USP students with respect to their form seven marks

2002 ◽  
Vol 20 (1) ◽  
pp. 45
Author(s):  
U J Dixit ◽  
M V Reddy
Keyword(s):  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Significance Level ◽  
Entry Level ◽  
Type 1 Error ◽  
Significant Difference ◽  
Entry Requirements ◽  
Level Of Significance ◽  
The University

To see if there is a significant difference between the performance of the first year (100 level) students at the University of the South Pacific (USP) having different Form Seven marks, a statistical analysis is carried out using their Cumulative Grade Point Averages (CGPA). For this analysis, relevant data was obtained for the years 1997-2001 and the Form Seven marks (Total of English and best 3 subjects) were divided into the classes 250 – 259, 260 – 269, and ≥ 270. Results indicate that there is a significant difference between the CGPA of these three classes. A further analysis is then carried out by using the CGPA of only the first two classes 250 – 259 and 260 – 269 in order to determine if an increase in the entry requirements from 250 to 260 will be justified. Under its current admission regulations, USP accepts into its degree programmes all students who have passed the seventh form examination with an aggregate of at least 250 marks out of 400 with a minimum of 50% in English. The results of our analysis indicate that the minimum entry requirement could be increased to 260 if USP feels that the level of significance (Type 1 Error) is more than 3.17 percent. However, the minimum entry level should remain as 250 if the significance level is at most 3.17 percent.

Comparison of Successful and Unsuccessful Students at Pahlavi University

1975 ◽  
Vol 36 (1) ◽  
pp. 15-20 ◽  
Author(s):  
A. A. Hosseini
Keyword(s):  
High School ◽  
Grade Point Average ◽  
High School Graduates ◽  
Economic Status ◽  
Grade Point ◽  
Socio Economic Status ◽  
Successful Group ◽  
The University ◽  
Successful Students ◽  
Better Than

In September, 1972, a survey was undertaken of all students at Pahlavi University who had a grade point average of 3.00 or more as well as those who had a grade point average of less than 2.00. The survey of students' files in the Office of the Registrar, covered 3872 students, of whom 324 were in the first group (successful) and 730 were in the second group (unsuccessful). The third group was comprised of 355 students selected randomly from the rest of the 2818 average students whose grade point average was 2.00 to 2.99. Analysis showed the over-all mean of the high school point average of the successful group was significantly higher than that of the unsuccessful group. Girls in general scored higher than boys both in the high school and the university. The change of major fields of study was less frequent among the successful group than among the unsuccessful students. The “fresh” high school graduates were more successful students in the college. Students of middle socio-economic status performed better than those of high and low socio-economic status.

scholarly journals Learning Skills Workshops Supporting First-Year Courses

2017 ◽  
Vol 10 ◽  
pp. 119-128
Author(s):  
Sheilagh Grills
Keyword(s):  
High School ◽  
Student Services ◽  
Grade Point Averages ◽  
First Year ◽  
Negative Consequences ◽  
Learning Skills ◽  
First Year Students ◽  
Grade Point ◽  
Introductory Course ◽  
Course Grades

Student Services support, including learning skills assistance, can be integral in empowering learners.  First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in student success by helping to build transferable learning skills, especially for high-fail introductory courses. In this paper, I report on supplementary workshops developed to target fundamental skills with course-specific examples.  This partnership included incentivizing academic support with both carrots and sticks; instructors in introductory biology strongly urged students receiving D grades or below on the first test to approach Student Services for support, while sociology faculty incorporated workshop attendance into the introductory course with participation grades. Following such incentivizing of learning skills, workshop attendance increased by 45%. In both courses, first test scores and high school averages for students attending workshops did not differ from students not attending workshops. However, students who attended learning skills workshops had significantly higher course grades, persistence, sessional grade point averages (GPAs), and cumulative GPAs than students not attending workshops. Controlling for high school average, each learning skills workshop attended was associated with a 0.11 to 0.27 increase in sessional GPA on a 4.3 point scale. 

scholarly journals Monitoring the Results of the Tutoring Program in its Face-to-Face and Virtual Modalities on the Academic Achievement of Students at a Mexican University

2017 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Omar Cuevas Salazar ◽  
Ramona Imelda García López ◽  
Javier José Vales García ◽  
Isidro Roberto Cruz Medina
Keyword(s):  
Academic Achievement ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Face To Face ◽  
Tutoring Program ◽  
The Face ◽  
The Individual ◽  
The University ◽  
The Impact

The tutorship program is aimed at supporting students throughout their university career and its objective is to prevent future problems of adaptation in the educational ambience as well as intervening in matters of academic achievement. At the Instituto Tecnológico de Sonora (Technological Institute of Sonora) (ITSON), the individual tutorship program began in 2000. In 2002 group tutoring began in order to see to the entire first year student population and today group tutoring is offered in both the face-to-face and virtual modalities. The general objective of the present study is to determine the impact the programs of face-to-face and virtual tutoring at the ITSON has had on students’ academic achievement, during the four semesters after having participated in this program. Information on 2,995 students from the different areas of study offered at the university was collected from databases which existed at the Institute and analyzed using different statistical techniques. The tutoring program is shown to have had a favorable impact on the index of students’ failing classes, during the semester they were enrolled in tutoring, but not during the subsequent semesters, during which they did not participate in the tutorship program. The grade point averages obtained by students who had face-to-face tutoring were statistically different from those of the students who did not have tutoring. This was true for all of the semesters analyzed. The same thing happened with the students who had virtual tutoring except for during the second semester when the two were statistically equal.

Academic Achievement and Demographics of International Undergraduates

2016 ◽  
pp. 233-259
Author(s):  
Dulce Amor L. Dorado ◽  
Barry Fass-Holmes
Keyword(s):  
Academic Achievement ◽  
Community College ◽  
West Coast ◽  
Native Language ◽  
Public University ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Academic Standing ◽  
First Time

Are international undergraduates whose native language is not English less prepared to succeed academically at an American four-year institution after transferring from an American community college than ones who are first-time freshmen (NFRS) or exchange visitors (EAPR)? This question's answer was no at an American West Coast public university where five cohorts of international transfer undergraduates (TRAN) earned mean first-year grade point averages (GPA) between B- and B. Less than 12% of these students earned GPAs below C, and less than 15% were in bad academic standing (probation, subject to disqualification, or dismissed). In comparison, five parallel cohorts of NFRS and EAPR earned mean first-year GPAs averaging between B and B+ to A-. Less than 10% earned GPAs below C or were in bad academic standing. Thus, a minority of this university's international undergraduates struggled academically regardless of whether they were TRAN, NFRS, or EAPR.

A Social-Belonging Intervention Benefits Higher Weight Students’ Weight Stability and Academic Achievement

2020 ◽  
pp. 194855062095923
Author(s):  
Christine Logel ◽  
Joel M. Le Forestier ◽  
Eben B. Witherspoon ◽  
Omid Fotuhi
Keyword(s):  
College Transition ◽  
Well Being ◽  
Grade Point Averages ◽  
First Year ◽  
Psychological Interventions ◽  
Healthy Weight ◽  
Intervention Trial ◽  
Grade Point ◽  
Social Belonging ◽  
Weight Stability

Psychological interventions can narrow college achievement gaps between students from nonstigmatized and stigmatized groups. However, no intervention we know of has investigated effects for one highly stigmatized group: people of higher bodyweights. We analyzed data from a prematriculation social-belonging intervention trial at 22 colleges, which conveyed that adversity in the college transition is normative, temporary, and nondiagnostic of lack of belonging. Nine months postintervention, higher weight participants in a standard belonging treatment had higher first-year grade point averages (GPAs) than controls and maintained more stable weights, an indicator of physical well-being. Effects of a belonging treatment customized to specific colleges were directionally similar but nonsignificant. Exploratory analyses revealed that effects did not differ by race and that weight effects were driven by women. Together, results show that higher weight students contend with belonging concerns that contribute to a weight gap in GPA, but belonging interventions can raise GPA and promote healthy weight stability.

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