Positive support teams : interventions for students of poverty to improve attendance, test scores, and graduation rate in a rural Missouri high school

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.

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Predicting academic success for students of color within STEM majors

Journal for Multicultural Education ◽

10.1108/jme-12-2015-0044 ◽

2016 ◽

Vol 10 (2) ◽

pp. 124-134 ◽

Cited By ~ 2

Author(s):

John Gipson

Keyword(s):

High School ◽

Students Of Color ◽

Test Scores ◽

College Success ◽

Standardized Test ◽

Cumulative Effect ◽

Standardized Test Scores ◽

Content Type ◽

College Gpa ◽

High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

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Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores

AERA Open ◽

10.1177/2332858416670601 ◽

2016 ◽

Vol 2 (4) ◽

pp. 233285841667060 ◽

Cited By ~ 5

Author(s):

Daniel Koretz ◽

Carol Yu ◽

Preeya P. Mbekeani ◽

Meredith Langi ◽

Tasmin Dhaliwal ◽

...

Keyword(s):

High School ◽

Grade Point Average ◽

Test Scores ◽

College Admissions ◽

Grade Point ◽

Admissions Test

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