Showing papers on "Academic achievement published in 1969"

How Much Can We Boost IQ and Scholastic Achievement

Abstract: Arthur Jensen argues that the failure of recent compensatory education efforts to produce lasting effects on children's IQ and achievement suggests that the premises on which these efforts have been based should be reexamined.

What Teachers Believe--What Children Achieve.

Abstract: of making a prophecy about it. Second, that the act of making a prophecy about a situation is also an act of creating the conditions through which the prophecy is realized. Recent research has presented some convincing evidence that the self-fulfilling prophecy may be at work in educational settings across the country. In a study by Rosenthal and Jacobson eighteen elementary-school teachers were told that certain of

Educational Climates of High Schools: Their Effects and Sources.

Abstract: This contextual analysis demonstrates that (1) a number of dimensions of the educationa climates of schools have moderate effects on the mathematics achievement and college plans or students, with relevant individual attributes controlled; (2) several indicators of "intellectual" or "cultural" facilities of the community and measures of school curriculum and facilities do not qualify as sources of variations in climate effects; and (3) the degree of "parental involvement in and commitment to the school" is the ore contextual variable which is a source of climate effects. The educational implications of the results are discussed.

Deficits in Sensory Integration in Educationally Handicapped Children

Abstract: Sixty-four neuromuscular, perceptual, and cognitive measurements made on 36 children with educational handicaps were subjected to Q-technique factor analysis. The two major patterns of deficits associated with low academic achievement were (1) auditory, language, and sequencing, and (2) postural and bilateral integration. Both of these syndromes were differentiated from syndromes of apraxia and tactile defensiveness.

Macro-Analysis of the American Educational System

Abstract: This paper presents a rudimentary model of the public school system as an input-output process. The inputs are students' own abilities and attitudes, parental support, peer support, quality of the school system, community support, and society's posture with respect to education. Outputs are various categories of academic achievement as well as social competence, responsibility, self confidence, creativeness, ethics, and ambition. All these factors must be measured by index numbers or simple indicators. The model is a set of regression equations relating outputs to inputs. Some implementation of the model has been made possible by means of data gathered in the U.S. Office of Education's Equality-of-Educational-Opportunity Survey.

Schools and the Stratification Process.

Abstract: The influence of socioeconomic origins on three outcomes of secondary schooling (academic achievement, course marks, and aspirations) is interpreted using path analysis and covariance analysis for six grade-cohorts of students in the Nashville Standard Metropolitan Statistical Area (SMSA). While we have had some success in constructing recursive interpretations of background influences on educational outcomes, the proposed models do not account for the common content of similarly determined outcomes. Intelligence plays a key role in mediating the influence of social origins on educational outcomes. Further, there is little evidence that teachers discriminate by socioeconomic origin. School differences in educational outcomes are small and may be artifactual consequences of differences in student-body composition. High school quality is less persistent over time than student-body composition, and plays a minor role in the determination of ultimate educational attainment.

A Comparison of Four Methods of Obtaining Discrepancy Measures Based on Observed and Predicted School System Means on Achievement Tests.

Abstract: Standardized tests of academic achievement have long been used as a basis for measuring the effectiveness of educational systems. The typical approach has been to compare the average achievement test score of students in a given system with some sort of national average or norm and to assume that the discrepancy between the two averages constitutes a measure of the educational effectiveness of the system. There are a number of well-known fallacies in this type of discrepancy measure as a measure of system performance, not the least of which is that it takes no account either of the conditions in which the schools of a particular system must operate nor of the achievement level at which students enter any phase of the system. It has been suggested (Dyer, 1966) that a more rational discrepancy measure of school system effectiveness might be based on the deviations between the mean achievement scores actually found at any grade level and the mean achievement scores predicted from measures of previous student achievement and the hard-to-change conditions that presumably affect the teaching-learning process. Such discrepancy

The relationship between self concept and academic achievement

Abstract: It was hypothesized that children, both white and Negro, attending a de facto segregated school have less positive self concepts than do children attending desegregated schools, and that there is a significant positive relationship between self concept and academic achievement. Sixty children from the intermediate grades of each of the elementary schools in a small city in northern New Jersey were matched on the basis of age, grade, ex, race, intelligence, and socio-economic status. Analyses of variance were computed on the scores obtained rom the self-report instrument administered and correlations between these scores and achievement scores were alculated. It was found that children attending the de facto segregated school had less positive self concepts. There was also a significant positive relationship between self concept and academic achievement. That is, those children having more positive self concepts had higher academic achievement.

The Santa Monica Project: Evaluation of an Engineered Classroom Design with Emotionally Disturbed Children:

Abstract: Six public school classrooms of children with learning and behavior problems were studied to assess the effectiveness of an engineered classroom design. The experimental condition consisted of rigi...

Clarifying the Relationship between Academic Success and Overt Classroom Behavior.

Abstract: Using the Devereux Elementary School Behavior Rating Scale, a device developed to identify achievement related classroom behaviors in kindergarten through sixth grade, 298 ratings were made of chil...

A Longitudinal Study in Mathematics Attitude

Abstract: Educators have expressed concern about the relationship of mathematics attitude and mathematics achievement. The present investigation examined the relationships between mathematics attitude and mathematics achievement over a 6-year period from the late elementary to the late secondary school level. The subjects were 607 students from an above average socio-economic suburb of St. Paul, Minnesota. They were tested in the spring of 1960 with a mathematics attitude instrument and were retested in the spring of 1966. Measures of achievement in mathematics were available at both grade levels. Using a .05 level of significance the results showed a significant positive correlation between the elementary attitude scores and the secondary attitude scores. In addition significant positive correlations existed between all measures of attitude and achievement.

Effects of Analysis and Evaluation Questions on Various Levels of Achievement.

Abstract: This study investigated whether a dominant use of analysis and evaluation questions in social studies text-type materials would improve various levels of sixth grader’s social studies achievement

Achievement related classroom behavior of secondary school normal and disturbed students.

Abstract: How can the educator be helped to focus upon achievement related classroom behavior in an organized, reliable, and communicable fashion? Academically related behaviors were described by teachers of...

The Effects of College Residence Groups on Students' Self-Concepts, Goals, and Achievements.

Abstract: This study compared the traits and achievements of students in various living groups. Students in fraternities and sororities were found to be more socially oriented, and students in off-campus rooms or at home were less socially oriented on a wide variety of measures. When students' pre-college scores were controlled, there were few differences among the groups on self-ratings or life goals. Fraternity and sorority students had more college social achievements but were not superior in other areas of non-academic achievement or in grades. These results were interpreted as showing that the effects of living groups are small.