High School Performance Research Articles

Alcohol Intake and Academic Performance and Dropout in High School: A Prospective Cohort Study in 65,233 Adolescents

PurposeDuring the teenage years, many adolescents start drinking alcohol, and binge drinking is prevalent. We investigated the relationship between alcohol intake and academic performance. MethodsWe conducted a longitudinal cohort study by combining data from the Danish National Youth Study on 65,233 high school students aged 15–20 years, with information on dropout and grade point average. We assessed associations between alcohol intake and academic performance using multilevel Poisson regression and linear regression, accounting for dependency between students from the same school and class. ResultsThe average alcohol intake was 10 drinks per week, and 43.6% engaged in binge drinking 3+ times per month. During follow-up, 9.8% of the boys and 6.7% of the girls dropped out. The incidence rate ratio was higher in never drinkers, frequent binge drinkers, and those with a high weekly alcohol intake as compared to those with a low intake. For example, the incidence rate ratio was 1.47 (95% confidence level: 1.24, 1.76) in girls who drank 21–27 drinks per week and 1.29 (95% confidence level: 1.13, 1.48) in girls who never drank as compared to those who drank <7 drinks per week. Alcohol associated with a lower grade point average over the entire span of intake in a dose-dependent manner, and similarly so in boys and girls. Findings were consistent in strata of socioeconomy and individual academic ambition. DiscussionAlcohol intake has implications for academic performance and poses a threat for the prospects of the individual as well as society. Policies and interventions aimed at lowering the intake among high school students are warranted.

Balancing academics and athletics: School-level athletes’ results are positively associated with their academic performance

BackgroundUsing data from a nationwide high-school sample, the present study aimed to examine whether school-level athletes’ sporting results are positively or negatively associated with their academic performance. MethodsAthletic performance was assessed using the results of spring and summer regional qualifying interschool tennis tournaments in Japan among both male and female tournaments across all prefectures in Japan. Academic performance was assessed using the standardized rank scores for academic performance at the school level, with higher scores denoting superior academic levels; this is the most common measure of academic performance in Japanese high schools. Linear mixed models were conducted to compare the academic performance of high schools with winning and losing records, respectively, for all games together and for the spring and summer tournaments separately. The results of a total of 4,870 games were analyzed. ResultsHigh schools with winning records showed a significantly higher academic-performance score than those with losing records, and this association was stronger among boys than girls. The observed difference in academic-performance scores between the schools with winning and losing records, respectively, was replicated in both tournament settings (i.e., spring and summer). ConclusionsAthletic results are positively associated with academic performance at the school level. Given the cross-sectional nature of the present study, the present results do not necessarily imply that sports participation can improve academic performance; rather, the present study suggests that balancing academic and athletic commitments is feasible.

Exploring teachers’ perceptions of assessment literacy in a high-performing school district in New Jersey

ABSTRACT As teachers gain experience, their assessment knowledge base, personal beliefs, and the educational context come together to shape their identity as an assessor. This study sought to add to the body of research by highlighting and describing, through the lens of the teacher, how beliefs and context influence teachers’ assessment literacy in practice. Qualitative case study methodology was selected to explore how elementary K-5 teachers’ personal beliefs play a role in the assessment culture of classrooms within a high performing school district. Data were collected through three data sources: surveys, focus group interviews, and artefact-based self-reflection. Themes emerged that highlighted how teachers perceive their own assessment literacy as a fluid and ongoing process. Findings suggest that the teachers in this context believe that engaging in reflective teaching practices would allow them the time to reflect on inherent biases as well as context influences and grow as assessment literate teachers.

The Impact of Value-Based Leadership on Teacher Commitment and Job Performance in Private Islamic Senior High

Introduction/Main Objectives: This study aims to analyze the impact of authentic leadership on teacher performance in private Islamic senior high schools (ISHS) mediated by commitment. Background Problems: Authentic leadership as a value-based approach offers solutions to teacher performance, but there are complexities and doubts that require further exploration and empirical testing. Novelty: It provides an in-depth exploration of the role of authentic leadership in promoting commitment and performance. It consolidates existing knowledge and synthesizes relevant value-based leadership (VBL) and authentic leadership (AL) theories. It provides a valuable resource for further research and practical applications in this educational setting. Research Methods: This study applied an explanatory survey by using a set of questionnaires. The respondents consisted of teachers and administrative staff. This study successfully collected the data of 462 respondents randomly chosen. Finding/Results: The interaction between leaders and subordinates is a dynamic process that directly influences performance and organizational commitment. A leader's ethical, moral, and values guide their actions and interactions with followers, ultimately fostering commitment and driving performance. Conclusion: Authentic leadership not only directly influences commitment and performance but also indirectly affects performance by nurturing a strong sense of commitment among teachers. Research implications: AL's cultivated values act as a beacon for nurturing commitment and performance. Practical implications underscore the paramount role of values in authentic leadership to ensure and focus on strategies for cultivating authentic leadership values to pave the way for enhancing teacher commitment and performance.

Impact of Teacher Certification on Teacher Motivation and Performance in State Senior High Schools in Ternate City, Indonesia

This study aims to analyze the impact of the teacher certification on teacher’s motivation and performance in State High Schools in Ternate City, Indonesia. This study uses a quantitative approach with a survey method. The sample used in this study was 193 teachers who were selected by proportionate random sampling. The data was analyzed using path analysis supported by descriptive statistical analysis. The results indicate that the teacher certification has a direct effect on teacher's motivation and performance. Therefore, improving the application of teacher certification, and achievement motivation can improve performance.

Unveiling gender disparities in university pathways: insights from Italy’s master’s level

ABSTRACT This paper examines gender disparities in university student pathways in Italy, from initial enrolment to completion of a bachelor’s degree and enrolment in a subsequent master’s programme. While it is established that females generally outperform males in completion rates and final grades, little has been done to analyse retention up to the master’s level due to a lack of longitudinal data covering the entire student university careers. We use discrete-time multi-state Markov models to investigate the key factors that influence students’ decisions throughout their university careers. Our analysis reveals that factors related to previous high school performance and early academic choices affect the university pathways of male and female students differently. Data regards first-year students enrolled in 3-year programmes at Italian universities between 2008 and 2020.

Creating a high-performing school management team: bringing talent to the table for effective service delivery

The primary goal of this article is to help members of School Management Teams (SMT) in developing their abilities, which will lead to successful service delivery in secondary schools. The study used a qualitative research technique with an exploratory research design with a structured interview questionnaire to determine if SMTs had certain competences, knowledge, or attributes that increase their abilities and to provide recommendations for enhanced service delivery. The research enlisted the help of n = 12 participants from four different secondary schools to get first-hand experience of the phenomena under inquiry. Participants were specifically picked for their expertise, knowledge, and talents. Data were collected from participants via interviews, and the data were evaluated using content analysis. Atlas-ti (Version 8.2) was used to evaluate data collected from participants. The researcher used a qualitative research approach, namely a phenomenological strategy based on constructivism. With no data modification, this technique was adopted to understand the viewpoints of the SMT inside the selected schools. According to the research results, SMTs have competences, knowledge, and characteristics that increase their abilities, and strengthening these talents leads to efficient service delivery. Leadership, communication, collaboration, and problem-solving abilities were among the talents assessed. Understanding school legislation and regulations, curriculum creation, and teaching strategies were all part of the expertise. Among the characteristics were flexibility, resilience, inventiveness, and enthusiasm. The research advises that SMTs be provided opportunity to develop their abilities via training and mentoring programs based on the results. Several of the duties that School Management Teams (SMTs) are in charge of include procuring teaching and learning resources, updating physical buildings, coordinating community support for funding, and utilizing communication channels. The provision of inclusive learning support in schools is strongly related to these responsibilities. The study determined a certain set of talents and characteristics needed by SMTs, such as interpersonal skills, managerial skills, emotional intelligence, effective communication, and team-building skills. These qualities are essential for SMTs to carry out their duties and contribute to better service delivery. The future improvement of service delivery focus on three critical areas: strengthening academic performance, advancing social justice education, and raising student achievement. It is recommended that, by addressing these issues, service delivery within the educational system will be considerably improved in the future.

Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds.

High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive stimulation (i.e., caregiving quality) in ECE settings and success in science, technology, engineering, and mathematics (STEM) in high school. Using the 1991 National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n = 1,096; 48.6% female; 76.4% White, 11.3% African American, 5.8% Latine, 6.5% other), results demonstrated that caregiving quality in ECE was associated with reduced disparities between low- and higher-income children's STEM achievement and school performance at age 15. Disparities in STEM school performance (i.e., enrollment in advanced STEM courses and STEM grade point average) and STEM achievement (i.e., Woodcock-Johnson cognitive battery) were reduced when children from lower-income families experienced more exposure to higher caregiving quality in ECE. Further, results suggested an indirect pathway for these associations from caregiving quality in ECE to age 15 STEM success through increased STEM achievement in Grades 3 through 5 (ages 8-11 years). Findings suggest that community-based ECE is linked to meaningful improvements in STEM achievement in Grades 3 through 5 which in turn relates to STEM achievement and school performance in high school, and caregiving quality in ECE is particularly important for children from lower-income backgrounds. This work has implications for policy and practice positioning caregivers' cognitive stimulation and sensitivity in ECE settings across the first 5 years of life as a promising lever for bolstering the STEM pipeline for children from lower-income backgrounds. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Pengaruh TPACK (Technological, Pedagogical, and Content Knowledge) dan Kecerdasan Spiritual terhadap Kinerja Guru

This study aims to determine: 1) the effect of TPACK on teacher performance, 2) the effect of spiritual intelligence on teacher performance, and 3) the effect of TPACK and spiritual intelligence on teacher performance. This type of research is quantitative research with the Ex-Post Facto method. The population in this study were all teachers at SMA and MA Negeri in Payakumbuh, totaling 493 people. Sampling used a proportional stratified random sampling technique using the Slovin formula. The number of samples in this study were 221 teachers at all State Senior High Schools and State Senior High Schools in Payakumbuh City. The research instrument uses angles. The data collection technique in this study was carried out by distributing questionnaires using the Google form application and the link was shared via WhatsApp. Data analysis techniques were performed using multiple linear regression analysis. The results of the study show that: 1) there is an effect of TPACK on the performance of teachers in SMA and MA Negeri in Payakumbuh City. This is evidenced by the t-count value of the TPACK variable (X1) on teacher performance (Y) which is greater than the t-table (8,591 &gt; 1,984), 2) there is an influence of spiritual intelligence on teacher performance at State Senior High Schools and State MAs in Payakumbuh City. This is evidenced by the t-count value of the spiritual intelligence variable (X2) on teacher performance (Y) which is greater than the t-table (6,487 &gt; 1,984), 3) there is an influence between TPACK (and spiritual intelligence together on teacher performance in State Senior High Schools and State MAs in Payakumbuh City. This is evidenced by the value of the F-count analysis of the TPACK regression variable (X1) and spiritual intelligence (X2) on teacher performance (Y) which is greater than the F-table (260.079 &gt; 3.00).

The Effect of Servant Leadership, Work Ethics, Organizational Culture, and Organizational Commitment on Teacher Performance in State Vocational High School in Denpasar City

The Effect of Servant Leadership, Work Ethics, Organizational Culture, and Organizational Commitment on Teacher Performance in State Vocational High School in Denpasar City

Changes in dietary and lifestyle behaviors and mental stress among medical students upon Ramadan diurnal intermittent fasting: a prospective cohort study from Taif/Saudi Arabia

BackgroundIntermittent fasting (IF) is a popular dietary plan for weight loss. In fact, fasting is a common practice in different religions such as Buddhism, Hinduism, Judaism, Christianity, and Islam. During the month of Ramadan, more than 1.5 billion Muslims worldwide fast from dawn to sunset. Ramadan diurnal intermittent fasting (RDIF) has health benefits, including a reduction in cardiovascular disease (CVD) risk and an improvement in mood. However, little is known about the effects of RDIF on lifestyle behaviors, such as regular exercise, consuming healthy diet, and avoiding harmful substances, as well as mental stress, and academic performance in high school and university students.MethodsIn this prospective cohort study, two self-reported questionnaires were sent one week before and during the last week of Ramadan (April 2022; Ramadan 1443 in Hijri Islamic Calendar) to assess changes in lifestyle, perceived stress, and academic achievement of medical students at Taif University in Taif city, Saudi Arabia. Healthy lifestyle components data were collected to calculate healthy lifestyle scores, including body mass index, physical activity, adherence to a Mediterranean diet, smoking status, and sleep duration.ResultsRDIF was associated with a healthier lifestyle in both female and male participants (pre-RDIF mean score: 2.42 vs post-RDIF mean score: 2.74; statistical power = 0.99; P-value < 0.05). They were more active and adherent to the Mediterranean diet during RDIF. Additionally, the post-RDIF smoking rate declined by 53.4%. Male participants showed higher perceived stress scores during RDIF (pre-RDIF mean score: 19.52 vs post-RDIF mean score: 22.05; P-value < 0.01). No changes in academic performance were observed upon RDIF.ConclusionMedical students show healthier dietary and lifestyle behaviors and their academic performance is not affected during RDIF. However, perceived stress is higher among male students.

Management Discourse Analysis of High- and Low-Efficacy Schools: A Comparative Study of Factors Influencing School Performance

Offering an efficient, egalitarian, and quality education is an agreed-upon goal in society that aims to guarantee upwards social mobility. For this reason, the objectives of this article are to determine how Andalusian primary schools with high and low efficiency rate their own performance, and to study in depth the factors that favour or hinder academic performance in these schools. To this end, 50 interviews were conducted with school management teams based on the ESCALA test scores. Analysis of the informants’ discourse on educational performance shows that high-performing schools are evaluated in terms of learning standards, while low-performing schools are compared with other schools that are considered similar. It is concluded that low-performing schools perform much more poorly than high-performing schools, failing to provide quality and equal education to the whole school population and perpetuating social divides. Additionally, both types of schools overlook intrinsic factors that have a negative impact on academic performance. It is necessary for them to adopt a self-critical attitude that allows them to identify room for improvement and demand necessary support.

The effect of burnout, emotional intelligence and extrovert personality types on teacher performance in senior high school 13 Padang, Indonesia

This study aims to see the effect of (1) burnout on teacher performance Senior High School (SMA)13 Padang. (2) Emotional intelligence on teacher performance at SMA 13 Padang.(3)Extrovert personality type on teacher performance at SMA 13 Padang. (4) Burnout, emotional intelligence and extroverted personality types have a joint effect on teacher performance at SMA 13 Padang. The entire population in this studyteachers of SMA 13 Padang as many as 59 people. The technique for taking this sample uses a total sampling technique. The data analysis technique uses multiple linear regression with the classical assumption test, normality test, multicollinearity and heteroscedasticity .The results of this study indicate that (1) Burnouthas a significant negative effect on teacher performance at SMA 13 Padang. (2) Emotional intelligencehas a positive influence on teacher performance at SMA 13 Padang. (3) Extrovert personality typehas a positive influence on teacher performance at SMA 13 Padang. (4)Burnout, Emotional intelligence and Extrovert personality typejointly affect teacher performance at SMA 13 Padang.

Do Community College “Promise” Programs With Low-Bar Merit Criteria Improve High School Performance?

Objective/Research Question: Community college “Promise” programs have proliferated recently, particularly in areas with many low-income, academically struggling students. Many Promise programs restrict eligibility by high school performance but set eligibility thresholds quite low. As such they function as “low-bar” merit scholarships, and merit scholarships are often believed to incentivize improved academic performance. But do such “low-bar” merit scholarships boost high school attendance and grades? Methods: We investigate impacts of one such program, the Milwaukee Area Technical College Promise, on high school students in Milwaukee Public Schools, exploiting program design features to identify treatment effects through a differences-in-differences strategy. Results: The program appears to have marginally improved high school grades while slightly lowering attendance. These effects cancel each other out in terms of meeting combined GPA and attendance eligibility thresholds. Estimated positive impacts on GPA were statistically significant but very small for males, Black students, free lunch eligible students, special education students and current English language learners, while impacts on attendance were negative for most subgroups. The positive GPA effect was restricted to the program’s second year. Conclusions: We do not find strong evidence that low-bar scholarships are effective at improving academic performance. Policymakers should reconsider conventional wisdom underlying inclusion of merit criteria in broad-based scholarships.

The Influence of School Culture and Organizational Commitment on Teacher’s Performance in Senior High Schools in Tanjung Lubuk Sub-District

The purpose of this study was to determine the effect of school culture and organizational commitment on teacher performance in high schools in Tanjung Lubuk district. The sample size taken was 70 teachers in high schools in Tanjung Lubuk District. The sampling technique was purposive sampling, where the respondents taken were some of the teachers in SD Negeri Gugus 1 Lubuk Besar District, Central Bangka Regency, Tanjung Lubuk. Data collection was carried out by distributing questionnaires using a 5-point Likert scale to measure 67 statement items. The analysis technique used is multiple linear regression analysis. The results showed that there was an influence of school culture and organizational commitment on teacher performance Second, there is an influence of school culture on teacher performance Third, there is an influence of organizational commitment on teacher performance.

Explaining the academic achievement gap of immigrant youth in Austria

Informed by a risk and resilience developmental perspective, this study tests individual, family and school level processes as potential explanations of the immigrant academic achievement gap. In total, 1155 adolescents (48% girls; 20% immigrants, 11–14 years) attending grades 5, 6, 7 and 8 in secondary schools participated. Controlling for gender, age, citizenship, country of birth, SES, and school type, immigrant adolescents had lower levels of academic achievement compared to non-immigrants. High levels of scholastic anxiety, low levels of scholastic self-concept, high levels of parental performance expectations, and high school performance expectations helped to explain these associations. In the full model, only scholastic anxiety and self-concept remained significant mediators. Recommendations are to implement positive and growth-oriented student-centred teaching styles to reduce the immigrant academic achievement gap.

Gender, self-efficacy and attrition from STEM programmes: evidence from Danish survey and registry data

ABSTRACT The persistent gender gap in science, technology, engineering, and mathematics (STEM) is often attributed to differences in students’ confidence in their own academic abilities (i.e. self-efficacy). Yet, the role of self-efficacy in mediating gender differences in STEM attrition is unclear. To address this issue, we analyse administrative register data and representative survey responses from two cohorts of students (N = 14,427) who entered higher education programmes in 2017 and 2019. In linear models that adjust for high-school performance, parents’ education level and other relevant background variables, we find that women have lower average self-efficacy levels than men before entering higher education. This gender gap is not specific to STEM fields but also exists in the humanities and social sciences. Although women have higher dropout rates than men in some, but not all STEM areas (most notably in mathematics and physics), self-efficacy differences do not explain this gap, suggesting that factors beyond prior achievements, sociodemographic background and confidence in one’s own abilities perpetuate gender disparities in STEM attrition.

Pengaruh Budaya Organisasi dan Motivasi Terhadap Kinerja Guru di SMP Negeri Kecamatan Pangkalanbaru

The purpose of this study was to determine the effect of organizational culture and motivation on Teacher Performance in State Junior High Schools in Pangkalanbaru District, Central Bangka Regency. The sample size taken was 78 teachers in Pangkalanbaru District, Central Bangka Regency. The sampling technique was purposive sampling, where the respondents taken were some of the teachers in Pangkalanbaru District, Central Bangka Regency. Data collection was carried out by distributing questionnaires using a 5-point Likert scale to measure 90 statement items. The analysis technique used was multiple linear regression analysis. The results showed that organizational culture and motivation simultaneously had a significant effect on teacher performance Second, that organizational culture has a partial and significant effect on teacher performance Third, teacher motivation has a partial and significant effect on teacher performance.

Decentralised Strategic Planning and Capacity Development as Drivers of Leadership Performance in Schools

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.

School type and oral conditions associated with school performance and absenteeism in adolescents: A multilevel analysis.

Investigations assessing how oral health status affects school performance and attendance considering individual and community variables are lacking. To analyze the association of school contextual factors and oral conditions with school performance and absenteeism in early adolescence. This cross-sectional study was carried out with 593 12-year-old students from 20 schools in Passo Fundo, a southern city in Brazil. The caregivers provided sociodemographic information by means of a questionnaire. Oral health status was clinically examined for dental caries and gingival bleeding. Students answered the CPQ11-14 questionnaire to assess the oral health-related quality of life (OHRQoL). Information on contextual factors was obtained from the schools' administrators. "School performance" was measured by Portuguese and Mathematic tests' scores, and "school absenteeism" by the number of school days missed. Descriptive statistics was conducted, followed by unadjusted and adjusted multilevel linear regression. At the individual level, low OHRQoL was associated with lower school performance and higher absenteeism. At the contextual level, students from private schools had higher school performance and lower mean of school days missed. The type of school and OHRQoL were associated with school performance and attendance of adolescents.