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.

Remedial education and student achievement: a regression-discontinuity analysis

Abstract: As standards and accountability have become increasingly prominent features of the educational landscape, educators have relied more on remedial programs such as summer school and grade retention to help low-achieving students meet minimum academic standards. Yet the evidence on the effectiveness of such programs is mixed, and prior research suffers from selection bias. However, recent school reform efforts in Chicago provide an opportunity to examine the causal impact of these remedial education programs. In 1996, the Chicago Public Schools instituted an accountability policy that tied summer school and promotional decisions to performance on standardized tests, which resulted in a highly nonlinear relationship between current achievement and the probability of attending summer school or being retained. Using a regression discontinuity design, we find that the net effect of these programs was to substantially increase academic achievement among third-graders, but not sixth-graders. In addition, contrary ...

Solving the Dilemmas of Teacher Supply, Demand, and Standards: How We Can Ensure a Competent, Caring, and Qualified Teacher for Every Child.

Abstract: The National Commission on Teaching & America's Future was created in 1994 to identify the implications for teaching embodied in current school reforms; to examine what steps need to be taken to guarantee all children access to skilled, knowledgeable , and committed teachers; and to develop a comprehensive blueprint for recruiting, preparing, and supporting a teaching force that can meet 21st-century standards of high educational performance. The Commission issued its major report, What Matters Most: Teaching for America's Future , in September of 1996. One year later, the Commission released an anniversary report, Doing What Matters Most: Investing in Quality Teaching , which describes progress toward its recommendations .

Meta-analytic Findings on Grouping Programs

Abstract: Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for th...

How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement.

Abstract: Most people would agree with the maxim that "success breeds success." However, this is not the whole story. The current study investigated the additional impact of psychosocial factors (i.e., performance obstacles and facilitators) as well as psychological well-being (i.e., burnout and engagement) on success (i.e., academic performance). More specifically, our purpose was to show that, instead of directly affecting future performance, obstacles and facilitators exert an indirect effect via well-being. A total of 527 university students comprised the sample and filled out a questionnaire. We obtained their previous and future academic performance Grade Point Average (GPA) from the university's records. Structural equations modeling showed that the best predictor of future performance was the students' previous performance. As expected, study engagement mediated the relationship between performance obstacles and facilitators on the one hand, and future performance on the other. Contrary to expectations, burnout did not predict future performance, although, it is significantly associated with the presence of obstacles and the absence of facilitators. Our results illustrate that, although "success breeds success" (i.e., the best predictor of future performance is past performance), positive psychological states like study engagement are also important in explaining future performance, at least more so than negative states like study burnout.