A Longitudinal Analysis Linking Test Scores and Later Cognitive and Socio-Emotional Outcomes Among Cambodian Youth

10.1596/31681 ◽  
2016 ◽  
Author(s):  
Keyword(s):  
Longitudinal Analysis ◽  
Test Scores ◽  
Emotional Outcomes ◽  
Cambodian Youth

Student Experience Outcomes in Racially Integrated Schools: Looking Beyond Test Scores in Six Districts

2021 ◽  
pp. 001312452110045
Author(s):  
Jack Schneider ◽  
Peter Piazza ◽  
Rachel S. White ◽  
Ashley Carey
Keyword(s):  
White Students ◽  
Test Scores ◽  
Sense Of Belonging ◽  
Racially Diverse ◽  
Policy Makers ◽  
Social And Emotional ◽  
Emotional Outcomes ◽  
Racial Desegregation ◽  
Diverse Schools ◽  
Survey Responses

In this study, we examine eight social and emotional outcomes (e.g., student engagement, sense of belonging) analyzing differences for students who attend racially diverse schools. Drawing on survey responses from roughly 26,000 students, we find that racially diverse schools are associated with more positive social and emotional outcomes for all students. Strikingly, we find that these outcomes are most uniformly positive among white students, whose families have long represented the strongest opposition to systematic racial desegregation. In light of these results, this study has implications for educators, advocates, researchers, and policy makers during a time of renewed attention to school integration.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

What Do We Want Them To Be When They Grow Up?

2010 ◽  
Vol 20 (1) ◽  
pp. 27-31
Author(s):  
Lyn Robertson
Keyword(s):  
Hearing Loss ◽  
Social Development ◽  
Young Women ◽  
Hearing Aids ◽  
Test Scores ◽  
Spoken Language ◽  
Language Therapy ◽  
Profound Hearing Loss ◽  
Children With Hearing Loss ◽  
Learning To Listen

Abstract Learning to listen and speak are well-established preludes for reading, writing, and succeeding in mainstream educational settings. Intangibles beyond the ubiquitous test scores that typically serve as markers for progress in children with hearing loss are embedded in descriptions of the educational and social development of four young women. All were diagnosed with severe-to-profound or profound hearing loss as toddlers, and all were fitted with hearing aids and given listening and spoken language therapy. Compiling stories across the life span provides insights into what we can be doing in the lives of young children with hearing loss.

Leptin increases during weight gain reach an upper maximal plateau: Longitudinal analysis in children

2005 ◽  
Vol 94 (0) ◽  
pp. 50b-50
Author(s):  
J Holm ◽  
M Gamborg ◽  
S Gammeltoft ◽  
L Ward ◽  
B Heitmann ◽  
...  
Keyword(s):  
Weight Gain ◽  
Longitudinal Analysis

Leptin declines in two phases during weight loss: Longitudinal analysis in children

2005 ◽  
Vol 94 (0) ◽  
pp. 53a-53
Author(s):  
J Holm ◽  
M Gamborg ◽  
S Gammeltoft ◽  
L Ward ◽  
B Heitmann ◽  
...  
Keyword(s):  
Weight Loss ◽  
Longitudinal Analysis ◽  
Two Phases
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