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.
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TL;DR: Gender differences in the writing motivation and achievement of middle school students are a function of gender-stereotypic beliefs rather than of gender, and findings suggest that a feminine orientation is adaptive in the area of writing, whereas a masculine orientation is beneficial when escorted by afeminine orientation.
363 citations
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TL;DR: In this paper, two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions are explored, characterizing the natural developmental progress in achievement made by students from one year to the next as effect sizes.
Abstract: Two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions are explored. The first approach characterizes the natural developmental progress in achievement made by students from one year to the next as effect sizes. Data for seven nationally standardized achievement tests show large annual gains in the early elementary grades followed by gradually declining gains in later grades. A given intervention effect will therefore look quite different when compared to the annual progress for different grade levels. The second approach explores achievement gaps for policy-relevant subgroups of students or schools. Data from national- and district-level achievement tests show that, when represented as effect sizes, student gaps are relatively small for gender and much larger for economic disadvantage and race/ethnicity. For schools, the differences between weak schools and average schools are surprisingly modest when expressed as student-level e...
362 citations
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TL;DR: For the growing numbers of Latino students in U.S. secondary schools, academic success has been elusive as discussed by the authors, and poor attendance records, low test scores, high drop-out rates, and small numbers going on to college all bear witness to schools' failure to meet their needs.
Abstract: For the growing numbers of Latino students in U. S. secondary schools, academic success has been elusive. Poor attendance records, low test scores, high drop-out rates, and small numbers going on to college all bear witness to schools' failure to meet their needs. But some secondary schools are providing an environment in which language-minority students and others can achieve academic success. In this article Tamara Lucas, Rosemary Henze, and Ruben Donato report on an exploratory study of six such schools in California and Arizona, and describe the key features they found to be integral to these schools' success.By focusing on broad issues of schooling in secondary schools with large populations of language-minority students, the authors extend existing research on effective schooling, which until now has focused primarily on urban elementary schools in low-income neighborhoods. They also offer suggestions and a sense of possibility to educators seeking an effective response to the secondary education of...
362 citations
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TL;DR: In this paper, the authors investigated motives and strategies as mediators between preceding and subsequent academic achievement in a sample of Norwegian undergraduate psychology students, and found that preceding academic achievement primarily predicted self-efficacy and subsequent achievement.
362 citations
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TL;DR: The authors used longitudinal data covering all public school students in Florida to study the performance of charters and their competitive impact on traditional public schools and found that achievement initially is lower in charters.
Abstract: I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.
361 citations