Grade School Years Research Articles

Inequities in the Number of Days Assigned to an Exclusionary Discipline Consequence by the Ethnicity/Race of Texas High School Girls: A Statewide, Multiyear Investigation

Ascertained in this analysis was the extent to which inequities existed in the number of days that Texas Grade 9, 10, and 11 students were assigned to an exclusionary discipline consequence (i.e., in-school suspension, out-of-school suspension) by the ethnicity/race for the 2015-2016, 2016-2017, and 2017-2018 school years. Inferential statistical procedures revealed the presence of statistically significant disparities in all three school years and at all three grade levels. At every grade level and school year, Black girls were assigned to more days in an in-school suspension than were Hispanic girls and White girls. For out-of-school suspensions across all three school years, Black girls were assigned to an out-of-school suspension statistically significantly more days than Hispanic girls and White girls, and Hispanic girls were assigned statistically significantly more days than White girls with the exception of Grade 10 in 2016-2017, and Grade 11 in 2016-2017 and 2017-2018.

Analisis Kemampuan Komunikasi Matematis ditinjau dari Sociomathematical Norms

Sociomathematical norms are reflected in the activities of mathematics study in class. The purpose of this study was to study and understand the mathematical communication ability both writing and oral of middle-school students to work on statistical problem based on sociomathematical norms. This type of research method is a qualitative descriptive using case study analyzed from the given instruments. The subjects of this research are the ninth grade school year 2021/2022 of a public middle-school in Jakarta. The data collected using questionnaire and questions. The result of the research shows that the students in high, moderate, and low category have different mathematical communication ability and directly proportional to the sociomathematical norms category. Furthermore, the mathematical communication ability of the subjects in oral and writing are showing the similarity on both abilities. Nevertheless, the students’ different mathematical ability in the same sociomathematical norms category could happen which obtained from a mathematical insight outside the school study.

On shaky grounds: Peer victimization predicts friendship instability across the ninth grade school year.

Although prior research has considered how friendship quality or quantity influence peer victimization risk and vice versa, considerably less is known about how friendship instability (i.e., high levels of friend turnover) and peer victimization may be related to each other across time. Survey data were collected from 9th grade students (N = 388; Mage = 14.05; 60.60% female; 35.8% male; 1.8% non-binary; 1.9% trans/unsure/something else) across 3-month intervals spanning one school year. Using cross-lagged panel modeling, this study investigated cross-lagged longitudinal associations between friendship instability and peer victimization utilizing three waves of data collected across one academic year. Adolescents experiencing greater peer victimization at the beginning of the school year were more likely to experience friendship instability by the end of the school year. However, friendship instability at the beginning of the school year was unrelated to subsequent peer victimization. Peer victimized adolescents are less likely than their nonvictimized peers to maintain stable friendships over time. Findings suggest that adolescents who are victimized by peers after transitioning to high school may have difficulty maintaining friendships.

Understanding Differential Growth During School Years and Summers for Students in Special Education

Under the Individuals with Disabilities Education Act, schools are required to provide a free appropriate public education to students with disabilities and show that the students are making academic progress. This study compares within- and across-years academic growth from kindergarten to 4th grade for students who were ever in special education (ever-SPED) to students who were never in special education (never-SPED). We use math and reading assessment scores from NWEA’s Growth Research Database. Our dataset contains one cohort of about 4,200 students, assessed up to three times per year for five years. Although ever-SPED students started kindergarten with lower math and reading test scores and grew less in both subjects than never-SPED students during the kindergarten school year, ever-SPED students grew more than never-SPED students during the 1st and 2nd grade school years in math and 1st, 3rd, and 4th grade school years in reading. However, ever-SPED students lost more learning during every summer than never-SPED students. This led the test score disparities between the two to grow from under 0.5 standard deviations in kindergarten to 1.0 standard deviation in 4th grade. These findings suggest that summer learning opportunities are crucial for improving educational outcomes for students with disabilities.

An exploratory study of the relationship between a student's anxiety level and that of their peers in the same classroom

Test anxiety (arising during evaluation situations) can play a role in the well-being of youth. Although various factors have been studied to identify the origin of test anxiety, very few studies have assessed the role that peers play for test anxiety. Yet, it is well known that peers influence youth, particularly in the classroom where students often adopt the same behaviour as their classmates. This study assessed the relationship between a student's level of test anxiety and that of their classmates. No hypotheses were formulated as this study was exploratory. Data was collected in Montreal schools (Canada) from a cohort of 302 students aged 10 to 12 during their fifth and sixth grade school years. Test anxiety was assessed using the Children's Test Anxiety Scale. Mixed linear regressions revealed that a student's level of test anxiety was not significantly associated with their classmates' levels of test anxiety (F=0.57, p>0.5, BH0 = 1.80). Being surrounded by anxious students may not be a strong predictor of a student's anxiety level. This study was one of the first to assess the role of classmates on anxiety, which is vital for a broader understanding of the nature of youth's anxiety.

Changes in behavioral correlates of social status during early adolescence: Does school context matter?

This study investigated the role of school context in changes in the behaviors associated with having high social status during early adolescence. Three waves of surveys were collected from students (N = 542, 53% girls; 44% Black, 44% White, 5% Hispanic/Latinx, and 7% other; 60% free/reduced-fee lunch) in the middle of their sixth, seventh, and eighth grade school years. Peer nominations were used to assess two types of social status (peer acceptance and popularity) and three behavioral reputations (academic, prosocial, and physical aggression). Approximately half of the students made a transition from an elementary school to a larger middle school after sixth grade and the other half attended the same school from kindergarten through eighth grade (K-8). Across time and school configurations, students who were well-liked were perceived to be academically oriented, prosocial, and not physically aggressive. In contrast, the reputations of popular students differed in the two school configurations. In the K-8 context, popularity became increasingly associated with academic and prosocial behavior, and less characterized by physical aggression over time. In the transition context, popularity was associated with academic and prosocial behavior in elementary school, but these associations were null upon the transition to middle school in seventh grade. When students moved into eighth grade, popular students were increasingly academically oriented. In the transition group, popularity was also characterized by physical aggression at all three grades. Findings highlighted the significance of school context for the development of popularity. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Abstract 036: Contemporary Estimates of Obesity Incidence of Among Children in the United States

Introduction: Childhood obesity is a growing epidemic in the United States with approximately 1 in 5 children being obese. Although prevalence estimates for childhood obesity are regularly updated, little is known about the current incidence of childhood obesity among a nationally representative population, since initial estimates were provided by the Early Childhood Longitudinal Study Kindergarten (ECLS-K) Class of 1998. Methods: We estimated the annual incidence of obesity and the cumulative incidence of obesity over 5 years using the contemporary ECLS-K Class of 2011 (analytic sample = 7019). Height and weight were measured at eight time points between kindergarten (2010) and fourth grade (2015). We defined normal weight (<85 th percentile), overweight (85 th -95 th percentile), and obesity (>95 th percentile) using Centers for Disease Control and Prevention sex-and age-specific growth curves. Results: At kindergarten entry (mean age 5.6 years), 15.5% of children were overweight and 14.7% of children were obese; in fourth grade (mean age 10.1 years) overweight prevalence had increased to 17.3% and obesity prevalence had increased to 20.1%. Kindergarteners who were overweight were 6 times as likely as normal-weight kindergarteners to become obese by fourth grade (5-year cumulative incidence, 30.5% vs. 5.2%). In early elementary school, annualized obesity incidence proportions were higher over summer breaks (5.6% and 5.4% during summer breaks from Kindergarten to first grade and first grade to second grade, respectively) than during the school year (3.8% and 3.8% during Kindergarten and first grade school years, respectively). Incident obesity was higher among boys compared girls, non-Hispanic black and Hispanic children compared to non-Hispanic white children, and among those from the poorest socioeconomic quintiles compared to the highest socioeconomic quintile. Conclusions: Incident obesity between the ages of 5 and 10 years was more likely to have occurred during summer breaks and primarily among children who had entered kindergarten overweight. Childhood obesity prevention efforts should focus on the prevention of overweight prior to kindergarten and investigate causes of summer weight gain during elementary school.

The weight of school entry: Weight gain among Hispanic children of immigrants during the elementary school years

Background: Hispanic children of immigrants are vulnerable to obesity and weigh more than their white peers. Theory suggests that school is a social institution that could foster weight gain among Hispanic children of immigrants and disparities in weight that emerge over time. Objective: We investigate whether Hispanic children of immigrants gain more weight during school years than whites and whether school year weight gains accumulate and contribute to differences in the weight of Hispanic children of immigrants and whites. Methods: We analyze ECLS-K:2011 kindergarten, first, and second grade data using descriptive statistics and multilevel growth curve models. We also calculate how the accumulation of weight gain during school years and summer breaks contributes to weight disparities between Hispanic children of immigrants and whites by the end of second grade. Results: Hispanic children of immigrants gain significantly more weight than white and Hispanic children with US-born parents during the kindergarten school year. The accumulation of weight gain during kindergarten, first, and second grade school years contributes to weight disparities between Hispanic children of immigrants and whites, but not differences between Hispanic and white children with US-born parents. Conclusions: Hispanic children of immigrants are vulnerable to weight gain during kindergarten. In addition, weight gain during the earliest school years helps to explain emerging ethnic/parental nativity disparities in weight. Contribution: The paper extends knowledge about negative health assimilation among Hispanic children of immigrants by showing that a primary social institution in children’s lives may inadvertently contribute to weight gain and emerging disparities in weight.

(Not Enough) Labor Day

(Not Enough) Labor Day

Between‐ and within‐person predictors of children’s information management following rule violations

AbstractThe purpose of this study was to better understand both why some children disclose more about their misbehavior to their parents than do other children, as well as why a child discloses to parents about misbehavior in some situations but not in others. Analyses test parental warmth, children's beliefs regarding the legitimacy of parental authority and their own obligation to disclose misbehavior, and parent's responses to children's disclosure of disagreement with parents’ rules and children's misbehavior as predictors of both between‐person and within‐person variations in disclosing and revealing forms of information management. Parent‐child dyads (n = 218) were interviewed during the summers following the child's 5th (M age = 11.9 years) and 6th grade school years. Feeling obligated to disclose rule violations and believing that parents have legitimate authority to impose rules across more topics explained why some children reveal more and conceal less from parents than do other children. Children were more likely to conceal information about the specific topics for which they felt less obligated to disclose rule violations and following rule violations in areas in which their parents previously punished rule violations.

The Effect of Integrated Learning Model and Critical Thinking Skill of Science Learning Outcomes

This study aimed to determine the effect of integrated learning model and critical thinking skill toward science learning outcomes. The study was conducted in SDN Kemiri Muka 1 Depok in fifth grade school year 2014/2015 using cluster random sampling was done to 80 students. Retrieval of data obtained through tests and analysis by Variance (ANOVA) and two lines with the design treatment by level 2x2. The results showed that: (1) science learning outcomes students that given thematic integrated learning model is higher than in the group of students given fragmented learning model, (2) there is an interaction effect between critical thinking skills with integrated learning model, (3) for students who have high critical thinking skills, science learning outcomes students who given by thematic integrated learning model higher than fragmented learning model and (4) for students who have the ability to think critically low yield higher learning science fragmented model. The results of this study indicate that thematic learning model with critical thinking skills can improve science learning outcomes of students.

PENGARUH MODEL PEMBELAJARAN TERPADU TERHADAP HASIL BELAJAR IPA

This study aimed to determine the effect of integrated learning model toward science learning outcomes. The study was conducted in SDN Kemiri Muka 1 Depok in fifth grade school year 2014/2015 using cluster random sampling was done to 80 students. Retrieval of data obtained through tests and analyzed using Analysis of Variance (ANOVA) and two lines with the design treatment by level 2x2. The results showed that science learning outcomes that given thematic learning model integrated model of integrative is higher than in the group of students given fragmented learning model. The results of this study indicate that the thematic learning model integrated can improve science learning outcomes of students.
 Keywords : Learning Outcomes Ipa, Model Integrated Learning, Learning Thematic

The Long-Run Effects of Teacher Collective Bargaining

This paper presents the first analysis of the effect of teacher collective bargaining on long-run labor market and educational attainment outcomes. Our analysis exploits the different timing across states in the passage of duty-to-bargain laws in a difference-in-difference framework to identify how exposure to teacher collective bargaining affects the long-run outcomes of students. Using American Community Survey (ACS) data linked to each respondent’s state of birth, we examine labor market outcomes and educational attainment for 35-49 year olds. Our estimates suggest that teacher collective bargaining worsens the future labor market outcomes of students: living in a state that has a duty-to-bargain law for all 12 grade-school years reduces earnings by $800 (or 2%) per year and decreases hours worked by 0.50 hours per week. The earnings estimate indicates that teacher collective bargaining reduces earnings by $199.6 billion in the US annually. We also find evidence of lower employment rates, which is driven by lower labor force participation, as well as reductions in the skill levels of the occupations into which workers sort. The effects are driven by men and nonwhites, who experience larger relative declines in long-run outcomes. Using data from the 1979 National Longitudinal Survey of Youth, we demonstrate that collective bargaining leads to sizable reductions in measured cognitive and non-cognitive skills among young adults. Taken together, our results suggest laws that support collective bargaining for teachers have adverse long-term labor market consequences for students.

Compliance with Parents’ Rules: Between-Person and Within-Person Predictions

The current study focused on the childhood to adolescence transition and sought to determine why some children are more compliant than others as well as why children comply more often with some of their parents' rules than with others. Indices of parents' agency and children's agency were tested as predictors of compliance. Parent-based decision-making and parents' responses to expressed disagreement served as indices of parents' agency while children's beliefs regarding the legitimacy of parents' rules and felt obligation to obey rules served as indices of children's agency. Parent-child dyads (n = 218; 51% female, 49% European American, 47% African American) were interviewed during the summers following the children's 5th (M adolescent age = 11.9 years) and 6th grade school years. Children who felt that their parents' rules were more legitimate were more compliant overall than were children who felt that the rules were less legitimate. Children compiled more with rules governing topics perceived to be legitimately regulated by parents, when parents made more decisions regarding the topic and when parents responded to disagreement by standing strong. Results were generally consistent across parents' and children's reports of compliance and across cross-sectional and longitudinal analyses. At the transition from childhood to adolescence, only children's agency explained why some children are more compliant than others, but parents' and children's agency helped to explain why children complied with some rules more than others.

Shaping NJ in the Classroom: A Reflection on Community Engagement for Social Change

Community engagement is formally defined at the University of North Carolina Greensboro as “the collaboration among institutions of higher education and their larger communities for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.” It encompasses research, creative activities, teaching and service performed by organizations, students, faculty and community members for a public purpose and social change. Prior to this past spring 2012 semester, I had associated specific service activities with community engagement: volunteering in a food kitchen, renovating houses, cleaning up a park, and any type of physical work to improve the living conditions of impoverished communities. Moreover, growing up only ten miles outside of Camden, New Jersey, I had been involved in an ample amount of community service in impoverished communities throughout my grade school and high school years, and felt as though community engagement would be no different. Little did I know, the experience I was about to embark upon would forever expand my perceptions of community engagement, social change, communication, and public health. I realized that not only did university students have a genuine interest to improve the lifestyles of those around us, but they also could effectively work with community organizations in New Jersey to change improve health policies.

Extremely high salivary β2-microglobulin and Na+ levels in a Sjögren syndrome patient

Extremely high salivary β2-microglobulin and Na+ levels in a Sjögren syndrome patient

Astigmatism Progression in the Early Treatment for Retinopathy of Prematurity Study to 6 Years of Age

To examine the prevalence of astigmatism (≥ 1.00 diopter [D]) and high astigmatism (≥ 2.00 D) from 6 months after term due date to 6 years of age in preterm children with birth weight of less than 1251 g in whom high-risk prethreshold retinopathy of prematurity (ROP) developed and who participated in the Early Treatment for ROP study. Observational cohort study. Four hundred one infants in whom high-risk prethreshold ROP developed in 1 or both eyes and were randomized to early treatment (ET) versus conventional management (CM). Refractive error was measured by cycloplegic retinoscopy. Eyes were excluded if they underwent additional retinal, glaucoma, or cataract surgery. Eyes were randomized to receive laser photocoagulation at high-risk prethreshold ROP or to receive treatment only if threshold ROP developed. Astigmatism and high astigmatism at each study visit. For both ET and CM eyes, there was a consistent increase in prevalence of astigmatism over time, increasing from 42% at 4 years to 52% by 6 years for the group of ET eyes and from 47% to 54%, respectively, in the CM eyes. There was no statistically significant difference between the slopes (rate of change per month) of the ET and CM eyes for both astigmatism and high astigmatism (P = 0.75). By 6 years of age, astigmatism of 1.00 D or more developed in more than 50% of eyes with high-risk prethreshold ROP, and nearly 25% of such eyes had high astigmatism (≥ 2.00 D). Presence of astigmatism was not influenced by timing of treatment, zone of acute-phase ROP, or presence of plus disease. However, there was a trend toward higher prevalence of astigmatism and high astigmatism in eyes with ROP residua. Most astigmatism was with-the-rule (75°-105°). More eyes with type 2 than type 1 ROP had astigmatism by 6 years. These findings reinforce the need for follow-up eye examinations through early grade school years in infants with high-risk prethreshold ROP. The author(s) have no proprietary or commercial interest in any materials discussed in this article.

Dietetics Students' Ability to Choose Appropriate Communication and Counseling Methods Is Improved by Teaching Behavior-Change Strategies in Computer-Assisted Instruction

Several models and theories have been proposed to help registered dietitians (RD) counsel and communicate nutrition information to patients. However, there is little time for students or interns to observe and/or participate in counseling sessions. Computer-assisted instruction (CAI) can be used to give students more opportunity to observe the various methods and theories of counseling. This study used CAI simulations of RD−client communications to examine whether students who worked through the CAI modules would choose more appropriate counseling methods. Modules were created based on information from experienced RD. They contained videos of RD–patient interactions and demonstrated helpful and less helpful methods of communication. Students in didactic programs in dietetics accessed the modules via the Internet. The intervention group of students received a pretest module, two tutorial modules, and a posttest module. The control group only received the pretest and posttest modules. Data were collected during three semesters in 2006 and 2007. Two sample t tests were used to compare pretest and posttest scores. The influence of other factors was measured using factorial analysis of variance. Statistical significance was set at P<0.05. Eleven didactic programs participated. A total of 350 students were in the intervention group and 102 students were in the control group. Pretest scores were not different (6.30±0.26 vs 6.21±0.15, control and intervention, respectively). The intervention group's posttest score was higher than its pretest score (6.21±0.15 vs 6.65±0.16, pretest and posttest, respectively). Change in score from pretest to posttest was higher for the intervention group (−0.02±0.20 vs 0.44±0.11, control and intervention, respectively). For the 21 questions in the tutorials, those who answered 19 to 21 correctly had a greater increase from pretest to posttest than those who answered <13 correctly (−0.44±0.37 vs 0.84±0.17, <13 and 19 to 21 correct, respectively). There was no effect of instructor, grade point average, school year, or prior counseling on the results. The study provides evidence that the use of CAI can improve communication and counseling methods for dietetics students.

Social-cognitive correlates of physical activity in a multi-ethnic cohort of middle-school girls: two-year prospective study.

The study examined social-cognitive correlates of physical activity in a multi-ethnic cohort of girls from six regions of the United States who participated in the Trial of Activity for Adolescent Girls during their 6th and 8th grade school years. Girls completed validated questionnaires and wore accelerometers that measured weekly physical activity in the spring of 2002 and 2005. In 8th grade, self-efficacy and perceived social support had indirect relations with physical activity mediated through perceived barriers, which was inversely related to physical activity. Self-efficacy also had a direct relation with physical activity. Correlations were smaller than those obtained in studies that measured physical activity by self-reports, suggesting that previous estimates were inflated by common method artifact. Nonetheless, physical activity trials among girls during early adolescence might focus on increasing self-efficacy for overcoming barriers to physical activity and on ways by which perceived barriers can otherwise be reduced.

A Peace Pilgrimage: From Total War to World Community

article is the story of my intellectual and spiritual pilgrimage from childhood memories in the aftermath of World War II through student and adult years that witnessed arms races, wars, and international anarchy. Along the way I encountered the four great traditions that have characterized the Christian church's approach to matters of war and peace: Pacifism, Just War, Total War, and World Community. These traditions are discussed in the order in which I encountered them.1 My First Memory: Total War A pro- war, even bellicose spirit dominated my grade school years from 1946-1954 at Holy Family School in the Bronx, N.Y. As children we rejoiced in the victory of our armed forces over Japan and Germany and pictures of holy cards with Our Lady gently extending her loving arms over our pilots in their bombers filled our prayer books. We never really celebrated peace because within a very few years we were locked in another war with the dreaded communists, many of whom - we were told traveled among us. Our priests (although rarely our nuns) preached against these godless atheists and we had no doubt another war was coming soon. We didn't have to wait long because the Korean conflict broke out in 1950 and we were soon locked in a hot war with communist forces in Asia. (Korea was, we were told, merely preparation for the big war against the Reds in Russia.) The only anti-war voices I heard in grade school came from two most unlikely sources. In the fifth grade we were told to write a letter to a Catholic solider in Korea to tell him how much we appreciated his fighting the communists for us. I was one 1 . My colleague at Manhattan College, Julie Pycior (History), has encouraged me on several occasions to record some of the intellectual and spiritual influences that have inspired my work in Peace Studies and with Pax Christi and other peace and justice organizations. I am grateful to Julie for her support and very helpful suggestions with this article.