Topic
Academic achievement
About: Academic achievement is a research topic. Over the lifetime, 69460 publications have been published within this topic receiving 2227289 citations. The topic is also known as: academic performance & educational achievement.
Papers published on a yearly basis
Papers
More filters
TL;DR: In this paper, the science-achievement scores on a 69-item test of science knowledge of 1,284 young adults, ages 26 to 35, surveyed by the National Assessment of Educational Progress (NAEP) in 1977, were regressed on three composite independent variables: motivation and prior and current educative experiences.
Abstract: To test the hypothesized cumulative advantages of educative factors, the science-achievement scores on a 69-item test of science knowledge of 1,284 young adults, ages 26 to 35, surveyed by the National Assessment of Educational Progress (NAEP) in 1977, were regressed on three composite independent variables: motivation and prior and current educative experiences. The test scores were related significantly to prior experience-embodied variables, such as parental socioeconomic status, respondent education, and specific scientific training, as well as to motivation to learn and current amount and intensity of information acquisition, such as news media exposure and reading. Early educative experience predicts current educative activities and motivation; and all three factors contribute significantly and independently to the prediction of achievement.
440 citations
TL;DR: This article conducted a longitudinal study to measure the longitudinal correlation between specific program features (language study, housing choice, duration of study, enrollment in foreign university courses, participation in an internship or field study, among others) and a variety of student outcomes.
Abstract: This study, conducted by IES in late 2002, was designed to measure the longitudinal correlations between specific program features—language study, housing choice, duration of study, enrollment in foreign university courses, participation in an internship or field study, among others—and a variety of student outcomes. A 54-year-old, not-for-profit, academic consortium, IES regularly conducts formative and summative evaluations of its programs, surveying students both during and immediately after their study abroad experiences. This longitudinal study was undertaken with the intent of comparing end of academic term evaluation results with longitudinal results. Only through such a retrospective longitudinal study could the sustainability of results, the effects of program design, and the impact of shifts in student participation patterns be assessed.
438 citations
TL;DR: This article is a review of research on how much the life chances of children are affected by the socioeconomic and racial mix of their schools and neighborhoods.
Abstract: This article is a review of research on how much the life chances of children are affected by the socioeconomic and racial mix of their schools and neighborhoods. The social mix of a high school has little effect on students' chances of attending college or on white students' academic achievement. Evidence about the effect of the socioeconomic mix of schools or neighborhoods on achievement of elementary school students, on graduation rates of high school students, on teenage crime, and on early labor market experience is weak. Growing up in poor neighborhoods seems to increase black teenage pregnancy rates.
438 citations
TL;DR: Results indicate that, for both boys and girls, poor school achievement was a necessary component of the causal path between Grade 1 disruptive behavior and age 14 delinquent personality.
Abstract: Three alternative models concerning the causal links between early disruptive behavior, poor school achievement, and delinquent behavior or antisocial personality were tested with linear structural equation modeling. Subjects were boys and girls followed from first grade to age 14. Disruptive behavior was assessed in Grade 1; school achievement was assessed in Grades 1 and 4; delinquent behavior and antisocial personality were assessed at age 14. With regard to self-reported delinquent behavior at age 14, results indicate that the best model for boys was a direct causal link between Grade 1 disruptive behavior and delinquent behavior. Poor school achievement was not a necessary causal factor. For girls, none of the tested models were a good fit to the delinquent behavior data. As for delinquent personality, results indicate that, for both boys and girls, poor school achievement was a necessary component of the causal path between Grade 1 disruptive behavior and age 14 delinquent personality.
437 citations
TL;DR: In this article, a theoretical analysis is advanced that discusses social cognitive theory at the group level to explain the formation and impact of collective efficacy, and the amount of consensus among faculty members regarding collective efficacy perceptions was not a significant predictor of student achievement, nor was it significantly related to school socioeconomic status or minority concentration.
Abstract: A theoretical analysis is advanced that discusses social cognitive theory at the group level to explain the formation and impact of collective efficacy. The study used student- and school-level data from a sample of urban elementary schools. Consistent with social cognitive theory, mastery experience was found to be a significant predictor of differences between schools in teachers' collective efficacy perceptions. In addition, after controlling for student demographic characteristics and prior achievement, collective efficacy was positively and significantly related to differences among schools in student achievement. Finally, the amount of consensus among faculty members regarding collective efficacy perceptions was not a significant predictor of student achievement, nor was it significantly related to school socioeconomic status or minority concentration.
436 citations