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.

Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools

Abstract: The United States is being transformed by high, continuing levels of immigration. No American institution has felt the effect of these flows more forcefully than the nation's public schools. And no set of American institutions is arguably more critical to the future success of immigrant integration.

Assessment and the promotion of academic values

Abstract: This paper raises issues concerning the relationship between student assessment and the values which academic institutions propagate. It argues that many current assessment practices are incompatible with the goals of independence, thoughtfulness and critical analysis to which most academics would subscribe; that forms of assessment which are commonplace are not consistent with the behaviour of academics in their own contributions to knowledge; and that there is evidence to suggest that the assessment policy of many departments undermines deep approaches to learning on the part of students. Some indications are given of possible strategies to address the problems which have been identified, drawing upon ideas from academic and professional practice in general and self-assessment and peer review in particular.

Healthier students are better learners: a missing link in school reforms to close the achievement gap.

Abstract: OBJECTIVES: This article provides an introduction to the October 2011 special issue of the Journal of School Health on "Healthier Students Are Better Learners." METHODS: Literature was reviewed and synthesized to identify health problems affecting school-aged youth that are highly prevalent, disproportionately affect urban minority youth, directly and indirectly causally affect academic achievement, and can be feasibly and effectively addressed through school health programs and services. RESULTS: Based on these criteria, 7 educationally relevant health disparities were selected as strategic priorities to help close the achievement gap: (1) vision, (2) asthma, (3) teen pregnancy, (4) aggression and violence, (5) physical activity, (6) breakfast, and (7) inattention and hyperactivity. Research clearly shows that these health problems influence students' motivation and ability to learn. Disparities among urban minority youth are outlined, along with the causal pathways through which each adversely affects academic achievement, including sensory perceptions, cognition, school connectedness, absenteeism, and dropping out. Evidence-based approaches that schools can implement to address these problems are presented. These health problems and the causal pathways they influence have interactive and a synergistic effect, which is why they must be addressed collectively using a coordinated approach. CONCLUSIONS: No matter how well teachers are prepared to teach, no matter what accountability measures are put in place, no matter what governing structures are established for schools, educational progress will be profoundly limited if students are not motivated and able to learn. Particular health problems play a major role in limiting the motivation and ability to learn of urban minority youth. This is why reducing these disparities through a coordinated approach warrants validation as a cohesive school improvement initiative to close the achievement gap. Local, state, and national policies for implementing this recommendation are suggested. Language: en

Programs of School Improvement: An Overview.

Abstract: E ducators have become increas ingly convinced that the charac teristics of schools are important determinants of academic achievement. Since 1978 an extraordinary number and variety of school improvement pro grams have concentrated on a school effects interpretation of the relationship between achievement and family back ground. Such programs represent a ma jor educational reform and derive from a fairly rapid educator acceptance of the research of Brookover and Lezotte (1977), Edmonds(1979), ftutter (1979), and a number of others who have stud ied characteristics of both effective and ineffective schools.