College access spillover on high school performance: Evidence from college openings

A path analytic model was proposed to examine the direct and indirect effects of mathematical aptitude and academic orientation on the high school and college performance of 339 male and 75 female college students. Scores on the Academic Orientation Scale of the Strong Campbell Interest Inventory were used as an indicator of academic orientation, whereas scores on the Mathematics Placement Test (Part B) were employed as the definition of mathematical aptitude. The calculated path coefficients did not strongly support the model and indicated that mathematical aptitude exerted most of its effect on college performance directly, whereas the effect of academic orientation on college performance was mediated by high school performance and mathematical aptitude. Both high school performance and mathematical aptitude revealed significant (p < .01) direct effects on college performance. In addition, mathematical aptitude and academic orientation had significant (p < .05) direct effects on high school performance.

This research aims to identify the type of culture at a High Performance School (HPS) and Low Performance School (LPS) in the state of Kedah. The research instrument used to measure the type of organizational culture was adapted from Organizational Culture Assessment Instrument (Cameron & Quinn, 2006) based on Competing Values Framework Quinn and Rohrbaugh (1983) Model. Two HPSs and two LPSs representing 129 teachers were chosen as research samples. Research findings showed that the current dominant culture in both HPS and LPS is Hierarchy (M=36.76, M=30.63 & SD = 8.23, SD=7.83) consecutively. Both types of schools practice Market culture and the average scores for both types of schools are the same whereby HPS (M=25.7, SD=8.56) and LPS (M=25.94, SD=8.32). However, HPS practices less Clan culture (M=21.15, SD=8.74) compared to LPS (M=24.18, SD=6.97). The Clan culture is more prominent in LPS compared to HPS. Both types of schools practice Adhocracy less which are (M=17.75, SD=6.94) in HPS and (M=19.81, SD=6.78) in LPS respectively. The findings showed that teachers in both types of schools would like to have the Clan culture practiced in their schools with the same average scores, M=34.89, SD=8.22. HPS prefers the Market culture (M=26.01, SD=6.32) compared to LPS Market culture (M=23.01, SD=.22). However they accepted Adhocracy less in HPS (M=20.02, SD=8.31) and LPS (M=21.58, SD=7.89). Nevertheless, Hierarchy culture in HPS (M=19.32, SD=6.45) and in LPS (M=21.05, SD=6.68) are widely practiced. From the comparisons made, it can be concluded that both types of schools widely practice the Hierarchy and Market cultures in schools. The recommendations for further studies were also suggested.

Although the Education Department of South Sulawesi Province reported that the performance of Secondary Schools in Makassar is at unsatisfactory level, but there were some schools achieved high performance level. The varying performance of the schools has prompted the researcher to conduct a multi-site case study to identify whether leadership styles of principals have any relationship with high-performing and low-performing schools in Makassar. In order to achieve the objective of this study, a qualitative approach, using multi-case study research design was utilized. Semi-structured interviews, observations, and document analysis were used to collect data. The sample consisted of two high performing and two low-performing secondary schools in the city of Makassar. Four school principals and 12 teachers of the schools were purposely chosen as respondents of the study. Data were analysed using theme analysis technique. This study found that principals in high-performing schools and low-performing schools were used the different styles of leadership. High-performing schools’ principals emphasized more on teaching and learning, controlling students’ discipline, ensuring teachers’ understanding of the school’s vision, and conducting staff developmental programs. This study has contributed to the development of knowledge in the field of high-performing schools in Indonesia. This study suggests that if a school wants to achieve high-performing level, principals must ensure that the teachers teach and students learn.

Extended abstract Abectract Having Visionary leadership is one of the essential requirements of the educational system. The purpose of this study is to determine the effect of Visionary Leadership on the principals' performance of high schools in Isfahan city. This research is descriptive-correlation and modeling based on structural equations. The statistical population of the study included high school principals in Isfahan city during the 2015-2016 academic year; the number of managers is equal to 3766 people. The statistical sample and the method of sampling were selected by stratified random sampling, and the Morgan table was used to determine the sample size. The sample size was 368 people. To collect the data, two researcher-made questionnaires were used. Their content validity was confirmed by educational specialists and their reliability was calculated using the Cronbach's alpha coefficient equal to 0.925 and 0.935. Statistical analysis of spss23 and AMOS was used to analyze the data. The results of this study showed that Visionary Leadership with path coefficient (0.78) on the performance of managers and with path coefficient (0.78) on educational component, and with path coefficient (0.72) on the cultivar component and with path coefficient (0.65) has been affecting the executive and financial performance of managers; and all components of the variable of Visionary Leadership on performance of managers have been statistically significant. Introduction In the last two decades, management experts have divided leadership studies into two parts, traditional and modern studies which that the Visionary Leadership theory is the field of modern studies. According to the studies, the "Vision or Insight" means "The imagination or imagination shaped by its masters, the desirable, realistic, predictive and appealing future of an organizational situation which formulation and transmission will lead to the sustainability of the followers. This vision is called strategic insight or correct insight (Banis, 1995). According to this definition, researchers recently examined the subject of the insight and vision of the leader as "Visionary Leadership Theory". Visionary Leadership is a theory that is highly pay attention to great principals and managers, it is an optimistic, applied, and change-oriented approach, a distinction between principal and leader, a new and modern perspective on leadership, the need for insight into its followers is obvious. It is the interactive process, the characteristics and skills developed in it are different from the traditional approach, and it is important to note the many factors that influence the formation of the style and the behavior of the leader. The relationship between the father of the son of Visionary Leader and his followers and their empowerment is evident in this theory (Nanos, 1998). Based on the study of resources and scientific books, the visionary leaders are those who primarily enjoy the power of visualization, visionary, and imagination. They have such intelligence that can develop a true, realistic and inspiring perspective for their organization according to economic, political, cultural and technological aspects of the environment (Mintzberg, 2004). Sashkin (2003) describes it as follows: Visionary Leadership refers to the ability of the leader to define and express a clear idea of ​​the vision future for the organization, transferring it to followers, and helping them to realize it. Also, in the other definition of visionary leadership, the following is stated: The leader's ability to create, operate and guide a long-term vision for an organization that derives from the changing environmental needs. This action is accompanied by a clear statement of insight with a long-term vision, coaching management style, participatory change, employee empowerment, and the planning and implementation of organizational change (Anderson et al. 1994). Case study: Study in Isfahan Educational Organization Materials and Methods This research is descriptive-correlation and modeling based on structural equations. The statistical population of the study included high school principals in Isfahan city in the 2015-2016 academic year. The number of high school principals in Isfahan city is 3766. The statistical sample and the sampling method were selected by stratified random sampling, and the Morgan table was used to determine the sample size. The sample size was estimated to be 368 people. Two researcher-made questionnaires were used to collect data. 1-The Visionary Leadership Questionnaire was developed based on the study of the theoretical resources available for Visionary leadership and interviews with school principals and specialists, which included 45 questions and four components (personality, behavior, value, and motivation). 2-The questionnaire of school principals was developed based on the study of the theoretical sources contained in the regulations of executive duties, which included 63 questions and three components (educational, educational, executive and financial). The face and content validity of Visionary Leadership Inventory and the performance of managers were confirmed by supervisors and consultants and management experts. The reliability of the questionnaires was used by Cronbach's alpha coefficient. The reliability coefficient of Visionary Leadership Questionnaire was 0.925 and the reliability coefficient of managers' performance questionnaire was 0.935 It was obtained that indicates the high reliability of measuring instruments. Discussion and Results The data were analyzed by using SPSS and AMOS software at inferential level; and assumptions of statistical tests were used to model structural equations...To answer the research question that the structural model of the relation between Visionary leadership components and the components of the principals' performance of school is used, a structural equation model has been used. Indicators for the evaluation of the generality of the modified structural equation model with respect to the optimal range of these indices in the aggregate indicates that the assumed model is supported by the research data and all indicators indicate the desirability of the structural equation model. Conclusion After reviewing various researches, the results of this study are in part aligned with the researches of Movahedzadeh and partner (2012), Nadali and Iybaghi ​​Esfahani (2012), Shabani Sarouei (2016), also with the results of researches by Brasson, Shimir, Avilio and Popper (2001), Sinar and Chaban (2012), Moore Whitehurst (2013) (Katse and Flood, 2017), Salim (2015); therefore, it can be concluded that among the components Visionary Leadership, which is component, personality, behavioral, value, and motivational, and the principals' performance of high school, which includes educational, executive, and financial duties, is related to the fact that the higher the leading leadership in education is more powerful and high, as well as the ability of managers and their performance. There is a direct relationship between Visionary Leadership and principals' performance of high school. The level of presence of insightful leaders in the education and training of high school administrators will grow and it is certain that human resource empowerment will also affect the productivity and effectiveness of the organization and in fact will increase productivity in education, facilitate and accelerate the achievement of organizational goals and missions. Therefore, in explaining the results, we can say that the personality characteristics of Visionary Leadership which include: relatively stable spirits in the appearance of certain behaviors such as goodness, decisiveness, humility, patience, trust, prosperity, tolerance of dissent, high intelligence, counseling, trust To others, it can be right to focus on the principals' educational tasks of high school, including supervising teachers and educational groups, finding appropriate solutions to educational problems, continuous assessment of staff and student activities, communication with student parents, provision and provision of equipment and logistics, and educational, stimulating sensation.

The purpose of this article is to determine the association between decentralised strategic planning and capacity development as driving forces of leadership for improved performance in public high schools in Mpumalanga Province, South Africa. This study used pragmatism as a research paradigm and followed a parallel convergent mixed methods research approach. The sample comprised 170 respondents consisting of 130 school governing body (SGB) members and 40 Department of Education (DoE) officials. Quantitative data were collected from SGB members through a survey while qualitative data were collected from participants using focus group discussions (FGDs) and individual interviews. The qualitative data were analysed using thematic analysis while SPSS software was used to analyse quantitative data. In testing the hypothesis, it was proven that decentralised strategic planning capacity in SGBs was associated with the effectiveness of strategic planning in Mpumalanga’s high schools. The study revealed that the variables, capacity development and decentralised strategic planning, are well associated, and influence leadership for improved performance in high schools. The study also found that school leaders who can develop capacity are able to promote better performance in their schools. Meanwhile, the qualitative results concurrently supported the results of the quantitative study as the influence of capacity development on decentralised school planning proved to have improved school performance and effective decentralised school leadership.

En este artículo se ofrece una especificación de modelos multinomiales que permiten determinar los perfiles probabilísticos de estudiantes denominados “de alto y bajo desempeño” escolar considerando la base de datos de alumnos de la evaluación realizada por el Instituto de Evaluación Educativa del Estado de Sonora (IEEES), 2006-2007, a los diferentes subsistemas de educación media superior en Sonora, México. Los resultados indican que el turno vespertino y el consumo de bebidas alcohólicas se relacionan con la pertenencia al grupo de bajo desempeño escolar. Los de alto desempeño presentan relación directa con el patrimonio cultural, su promedio actual y la discusión de lectura previa; sin embargo, las técnicas pedagógicas implementadas por parte del docente, así como las utilizadas por parte de los alumnos no garantizan la adhesión al grupo de alto desempeño.

Few studies have investigated the association between adolescents' socio-economic status (SES) and health behaviours in developing countries. Socio-economic differences in breakfast eating, fruit and vegetable consumption and physical activity were investigated among Ghanaian adolescents. A school-based survey of 12-18-year-olds (n 1195, response rate 89·7 %) was conducted in 2008. Logistic regression analyses were applied to study the associations between breakfast eating, fruit and vegetable consumption and physical activity, and SES. Southern Ghana, West Africa. School pupils aged 12-18 years. Of all adolescents, 31 % took breakfast less than 4 d/week, over half (56 %) and 48 %, respectively, rarely ate fruits and vegetables. Younger adolescents (12-15-year-olds) consumed fruits and vegetables frequently compared with older ones (16-18-year-olds). Boys were more likely to participate in physical activity than girls. The probability of frequent breakfast eating was higher in adolescents from more affluent backgrounds than in those from less affluent ones. Compared with those whose mothers were illiterate, both tertiary and primary maternal educational attainment increased the probability of frequent fruit intake. Similarly, tertiary educational attainment increased the likelihood of frequent vegetable intake. Compared with those with unemployed mothers, mothers' low employment grade was related to higher probability of frequent fruit intake. High school performance was associated with frequent fruit intake, whereas high or medium school performance increased the likelihood of vegetable intake compared with low school performance. Interventions are needed to improve breakfast intake, fruit and vegetable consumption and physical activity in order to prevent degenerative diseases among Ghanaian adolescents.

Esta investigación pretende establecer la relación entre el rendimiento académico en Educación Media y el rendimiento académico en la universidad, enfatizando en el aprovechamiento en Ciencias Naturales y Matemáticas. El estudio es descriptivo correlacional y las variables fueron, el rendimiento académico en Educación Media, los Indicadores de Rendimiento y la Trayectoria escolar. Se determinó la correlación entre las variables a través del coeficiente de correlación de Spearman. Los resultados permitieron determinar que existe una relación positiva entre el rendimiento académico en Educación Media y la Trayectoria Escolar y una relación muy débil entre el rendimiento en Ciencias Naturales y Matemáticas en Educación Media con relación al obtenido en la universidad .

One of the challenges encountered in programming courses offered at first year level is high failure rate, which is a serious concern to lecturers and university management. To address the issue of high failure rate, it is important to have a clear understanding of the factors that may affect performance. This study investigates the effect of gender and prior academic experience on performance in an introductory programming course. These factors have special significance related to the societal and educational context in which the study is conducted. Moreover, prior academic experience is commonly used as an admission criterion and hence its validity needs to be assessed. Data were collected from 146 first year computing students who took an introductory programming course during semester 1 of the 2016/2017 academic year. The study found a statistically significant correlation between high school performance in mathematics and physics (albeit moderate and weak correlations respectively) and performance in an introductory programming course. Surprisingly, the study found no statistically significant correlation between performance in high school computer studies (where programming is taught) and performance in the introductory programming course. A discussion of the potential reasons for this discrepancy and its implications is provided.

The H-shape design planned for New York City’s new Public School 109, as described by The New York Times, allowed for large courtyards shielded from neighbors’ noise for play and recreation, windows that open onto the courtyards to provide light and air, and thoroughly ventilated wardrobes to dry clothing and maintain circulation. That was a few years ago—in 1901, to be exact. But those long-ago improvements—attention to indoor air quality, ventilation, lighting, and acoustics—now distinguish “high-performance” schools, which are specifically designed to promote better attendance, achievement, and behavior. Throw in energy and water conservation features—which are traditional “green” elements—along with a recycling program, an environmentally preferable purchasing program, nontoxic cleaning products, integrated pest management, a school garden to augment other healthful cafeteria food, and a sustainably developed site, and you have the new ideal for today’s healthy schools and child care centers. But many children attend schools that bear no resemblance to this picture. Numerous studies have demonstrated that schools can be places where kids too often are exposed to toxic chemicals, mold, lead, asbestos, and other harmful agents. Moreover, some schools are located in areas where the outdoor air is so polluted that teachers wouldn’t want to open the windows even if they could. With children spending about one-third of their day at school, healthy school facilities could, if given the support, provide children with the most pollution-free part of their day, experts say.

The purpose of this research is to analyze the role of effectiveness of emotional intelligence and digital literacy on creative thinking ability and its implications for teacher performance in Private Vocational High Schools in Pandeglang Regency. This type of research uses quantitative research. The research population here is the teachers of Private Vocational High Schools in Pandeglang Regency, totaling 913 people. Based on the calculation of the minimum number of samples to be taken is 248 people. This study uses structural equation modeling (SEM)-partial least square (PLS) analysis techniques. The results of the study show that emotional intelligence has no significant effect on creative thinking ability in Private Vocational High Schools in Pandeglang Regency. Emotional intelligence has a significant effect on teacher performance in Private Vocational High Schools in Pandeglang Regency. Digital literacy has a significant effect on creative thinking ability in Private Vocational High Schools in Pandeglang Regency. Digital literacy has a significant effect on teacher performance in Private Vocational High Schools in Pandeglang Regency. Creative thinking ability has a significant effect on teacher performance in Private Vocational High Schools in Pandeglang Regency. Creative thinking ability is not able to significantly moderate effect of emotional intelligence on teacher performance in Private Vocational High Schools in Pandeglang Regency. Creative thinking ability is able to significantly moderate effect of digital literacy on teacher performance in Private Vocational High Schools in Pandeglang Regency.

The general objective of this study was to determine the influence of the principal's leadership, namely leader trait, leader capability and Leader Style on teacher performance in Pamekasan 1st State Sinior High School. The specific objectives are: 1) To determine the influence of the principal's leadership factors, namely the leader trait, leader capability and Leader Style on teacher performance at Pamekasan 1st State Sinior High School; 2) To find out the performance of teachers in Pamekasan 1st State Sinior High School. The type of research used is descriptive using multiple linear regression models. The location of the research was conducted at Pamekasan 1st State Sinior High School. With a population of all teachers in Pamekasan 1st State Sinior High School, the technique used is probability sampling with simple random sampling technique, where the sampling of members of the population is done randomly without regard to strata in the population (homogeneous); The sample size is 59 teachers with an error rate of 5%, so the number of samples in this study is 51 teacher. Data is collected through a list of questions (questionnaire/questionnaire). From the results of the study it can be concluded: 1) There is an influence of the principal's leadership factors, namely the leader trait, leader capability and Leader Style simultaneously have a significant effect on teacher performance in Pamekasan 1st State Sinior High School, and 2) There is an influence of leadership factors the principal, namely leader style partially influences the teacher performance in Pamekasan 1st State Sinior High School where leader style is a leadership factor that has a dominant influence on teacher performance in Pamekasan 1st State Sinior High School. But the leader trait and leader capability partially did not affect the teacher performance in Pamekasan 1st State Sinior High School.

This study aimed to develop a conceptual model of the role of differentiation strategy and organizational citizenship behavior in mediating the effect of transformational leadership on the performance of private high schools in Pekanbaru. The sample was 140 principals and vice-principals of private high schools in Pekanbaru. The data obtained were processed using Structural Equation Modeling Partial Least Square (SEM PLS). The findings in this study are that transformational leadership has a positive effect on the performance of private high schools in Pekanbaru, differentiation strategy and organizational citizenship behavior mediate the effect of transformational leadership on the performance of private high schools in Pekanbaru. The most effective pathway to affect the performance of private high schools is the mediating pathway of organizational citizenship behavior on the effect of transformational leadership on the performance of private high schools.

This study aims to: (1) To know the effect of school work environment on teacher performance in Vocational High School in Demak, (2) To know the effect of self-efficacy on teacher performance in Vocational High School in Demak, (3) To know the effect of school work environment and self- efficacy simultaneously on teacher performance in Vocational High School in Demak.The research of this study is quantitative research, with a correlational approach. The populations of this study were 244 teachers of Vocational High School in Demak. The samples of this study were 105 respondents with a Proportional Random Sampling technique. The research instrument used a questionnaire on teacher performance, work environment and self-efficacy. The data analysis technique of this study used the classical assumption test (normality test, kerokedastinity test, multicollinearity test), hypothesis test (multiple linear regression analysis test, partial test, simultaneous test, determination coefficient).The results of this study are: (1) There is an influence of work environment on teacher performance in Vocational High School in Demak, (2) There is an influence of self-efficacy on teacher performance in Vocational High School in Demak, (3) There are influences of school work environment and self-efficacy simultaneously on teacher performance in Vocational High School in Demak.

The objective of this study was to evaluate the performance of students of college of Science of Sultan Qaboos University (SQU) in Calculus I course, and examine the predictive validity of student’s high school performance and gender for Calculus I success. The data for the study was extracted from students’ database maintained by the Deanship of Admission and Registration office of SQU. The study considered a sample of 615 students who took Calculus I course during 2014 spring semester. Both descriptive and inferential statistical techniques were used for data analysis. Predictive validity of selected factors were analyzed using Hierarchical regression analysis. The analysis revealed that female students entered in SQU with a higher average high school scores than male students, and many boys with lesser high school scores than girls were succeeded in getting admission at SQU. The results indicate that female students outperformed male students in both high school and college Calculus course. About 30% of the students obtained grades lower than C in Calculus I, of which 20% failed in the course. The proportion of students with F grade was found to be significantly higher among male students compared to female students (28% vs. 7%). The analysis revealed that gender, high school math score and overall high school score are significant predictors of subsequent performance in Calculus course at college level. Thus differences among gender and high school performance should be taken into consideration during the admission process to allow for more equal opportunities to all applicants and have fairer admission decisions.