High-quality School Research Articles

A Bridge to Graduation: Post-Secondary Effects of an Alternative Pathway for Students Who Fail High School Exit Exams

Abstract High school exit exams are meant to standardize the quality of public high schools and to ensure that students graduate with a set of basic skills and knowledge. Evidence suggests that a common perverse effect of exit exams is an increase in dropout for students who have difficulty passing tests, with a larger effect on minority students. To mitigate this, some states offer alternative, non-tested pathways to graduation for students who have failed their exit exams. This study investigates the post-secondary effects of an alternative high school graduation program. Compared with similar students who fail to complete high school, those students who take the alternative pathway have better post-secondary outcomes in both education and employment. Compared with similar students who retake exit exams to graduate, those who eventually graduate through an alternative project-based pathway have lower college enrollment, but similar employment outcomes.

Transformative Leadership of School Principals in Improving the Quality of Islamic Religious Education State Senior High School in Palu City, Indonesia

This study examines the transformative leadership of school principals and the quality of Islamic religious education in three schools. The focus of the problem in this research is the transformative leadership of the school principal in improving the quality of Islamic religious education at Public High Schools in Palu City. This study used multiple qualitative research methods. Data was gathered through field observation, in-depth interviews, and written document analysis. The research subjects were school principals, vice principals for curriculum affairs, Islamic religious education teachers, and students. Data analysis was conducted through data reduction, data presentation, and data verification. The results of this study show that the transformative leadership of school principals in three public high schools in Palu City includes leadership that influences teachers, staff, students, and parents. They work synergistically according to the institution's vision, mission, and goals. The school principals are concerned and always encourage the achievements of the school community, respond to change, and be optimistic about future aims. Meanwhile, the quality of Islamic religious education in three public high schools was reflected in the fact that Islamic religious education learning runs in accordance with the national standard curriculum. Students' abilities and awareness were increasing in practicing the values of Islamic teachings, religious extracurricular activities were also running actively, higher student participation in religious extracurricular activities, and student's grades.

Literature Review Evaluation of Fieldwork Practice Programs in Vocational High Schools in Indonesia

In an effort to maintain and improve the quality of Vocational High School (SMK) graduates and reduce misses from the demands of the industrial world and technological advances, the government has tried to implement various policies both in terms of quantity and quality. The activities of students in an effort to increase skill competence are through Field Work Practice (PKL) activities that involve the world of work directly. But in fact, according to nationwide data from the Central Statistics Agency (BPS), in February 2023, unemployment for vocational school graduates reached 9.6%, which is the largest of the overall levels of education in Indonesia. This literature review provides a summary of the results of the PKL program evaluation by applying the Context, Input, Process, Product (CIPP) evaluation model. The results of this study prove that the program is running in accordance with the objectives with good output. However, there needs to be careful preparation and seriousness from schools and learners.

Factors affecting the effectiveness of math teachers’ integrated teaching in Vietnam high schools

The teachers’ effectiveness in teaching is considered an important factor in determining the quality of high schools. Therefore, it is necessary to study the factors affecting the effectiveness of math teaching, especially the integrated teaching competence of math teachers in high schools. The main objective of this study is to determine the factors affecting the integrated teaching effectiveness of high school math teachers. Simultaneously, it proposes some appropriate solutions to help teachers have the opportunity to develop integrated teaching competence, contributing to improving the teaching efficiency of math to meet the current educational innovation requirements in Vietnam. SPSS software was used to analyze and process data from a survey of 118 math teachers at 31 high schools in Vietnam. The results of six analyzed variables show that there are three variables affecting teachers’ effectiveness of integrated teaching, including teacher’s perception of integrated teaching; policy on salary, bonus, and material remuneration for teachers; and student characteristics. In addition, the study also shows that teachers with a master’s degree have higher integrated teaching effectiveness than teachers with bachelor’s degree. The results also reveal that seniority and gender have almost no influence on the integrated teaching effectiveness of teachers. However, there is a statistically significant difference in the effectiveness of integrated teaching in grade 12 math teachers compared to grade 10 and grade 11. The new findings of this study have implications for high schools, teacher training institutions, pedagogical schools, and policymakers to improve the effectiveness of integrated teaching.

Class Rank and Long-Run Outcomes

Abstract This paper considers an unavoidable feature of the school environment, class rank. What are the long-run effects of a student's ordinal rank in elementary school? Using administrative data on all public school students in Texas, we show that students with a higher third-grade academic rank, conditional on achievement and classroom fixed effects, have higher subsequent test scores, are more likely to take AP classes, graduate from high school, enroll in and graduate from college, and ultimately have higher earnings nineteen years later. We also discuss the necessary assumptions for the identification of rank effects and propose new solutions to identification challenges. The paper concludes by exploring the trade-off between higher-quality schools and higher rank in the presence of these rank-based peer effects.

4 Associations Between Education, Emotional and Instrumental Support, and Cognitive Function in Black, White, and Latinx Older Adults

Objective:Higher education is strongly associated with better cognitive function in older adults. Previous research has also showed that positive psychosocial factors, such as selfefficacy and emotional and instrumental support, are beneficial for late-life cognition. There is prior evidence of a buffering effect of self-efficacy on the relationship between educational disadvantage and poor cognition in older adults, however it is not known if other psychosocial factors modify the schooling-cognition relationship. We hypothesized that higher levels of emotional and instrumental support will diminish the association between lower education and lower cognitive test scores among older adults.Participants and Methods:553 older adults without dementia (42.1% non-Latinx Black, 32.2% non-Latinx White, 25.7% Latinx; 63.2% women; average age 74.4 (SD 4.3)) from the Washington Heights-Inwood Columbia Aging Project. Neuropsychological tests assessed four cognitive domains (language, memory, psychomotor processing speed, and visuospatial function). Self-reported emotional and instrumental support were assessed with measures from NIH Toolbox. Linear regression estimated interactions between education and the two support measures on cognition in models stratified by cognitive domain and racial and ethnic group. Covariates included age, sex/gender, and chronic health conditions (e.g. heart disease, stroke, cancer, etc.).Results:Education was associated with cognition across racial and ethnic groups. For every one year of schooling, the processing speed z-score composite was 0.33 higher among Latinx participants, 0.10 among non-Latinx Black participants, and 0.03 higher among non-Latinx White participants. The education-cognition relationship was generally similar across cognitive domains with larger effects in non-Latinx Black and Latinx participants than in White participants. Low education was associated with slower processing speed among Black participants with low emotional support (B = 0.224, 95% CI [0.014, 0.096]), but there was no association between low education and processing speed among Black older adults with high levels of emotional support (beta for interaction = -.142, 95% CI [-0.061, -0.001]). A similar pattern of results was observed for instrumental support (beta for interaction = -.207, 95% CI [-0.064, 0.010]). There were no interactions between support and education on other cognitive domains or among Latinx and White participants.Conclusions:We found that higher levels of emotional and instrumental support attenuate the detrimental effect of educational disadvantages on processing speed in older Black adults. This may occur via benefits of social capital, which provides access to health resources and knowledge, increased social interaction, an emotional outlet allowing the ability to better cope with stress. Longitudinal analyses are needed to examine temporal patterns of associations. In addition, improving equitable access to high quality schools will improve later-life cognitive outcomes for future generations of older adults. However, for the growing number of Black older adults who will not experience the benefits of structural improvements in the education system, emotional and instrumental support may represent a modifiable psychosocial factor to reduce their disproportionate burden of cognitive morbidity.

Workshop Kewirausahaan berbasis Social Media Marketing bagi Guru dan Pelajar di SMKN 6 Palembang

SMK Pusat Keunggulan program from the Ministry of Education and Culture, which aims to improve the quality and performance of Vocational High Schools is strengthened by partnerships with several fields, such as some universities. Align with that, some the universities also tries to balance the program so every vocational graduate can be absorbed as the workers or become entrepreneurs. One of the knowledge that must be learned by the teachers is entrepreneurial focusing on digital marketing. However, the lack of knowledge of teachers and students about digital marketing has made SMK Negeri 6 Palembang unable to fulfill it properly. Therefore, to increase the knowledge of the teaching staff and students at SMK Negeri 6 Palembang, Institute of Technology and Business of Palcomtech will provide workshop or training in the field of entrepreneurship based on social media marketing. SMK Pusat Keunggulan program, which is still trying to be fulfilled by SMK Negeri 6 Palembang, can be successfully carried out if the teaching staff and students at SMK Negeri 6 Palembang know and understand well about social media marketing

Associations between type 1 diabetes and educational outcomes: an Aotearoa/New Zealand nationwide birth cohort study using the Integrated Data Infrastructure

Aims/hypothesisType 1 diabetes is one of the most common chronic diseases of childhood. It is hypothesised that the metabolic and psychosocial consequences of type 1 diabetes may affect educational outcomes; however, existing literature presents conflicting results. This study aimed to assess whether educational outcomes differ for young people with and without type 1 diabetes in Aotearoa/New Zealand (NZ).MethodsThis was a nationwide 9 year birth cohort study of all people born in NZ from 1993 to 2001 using linked administrative data held within the Integrated Data Infrastructure, a national research database containing linked health and non-health data. Educational outcomes of high school attainment, high school attendance and university enrolment were measured from age 13 years until 20 years. Generalised linear regression models with log link and Gaussian distributions were used to compare educational outcomes between those with and those without type 1 diabetes, adjusting for sociodemographic and maternal characteristics.ResultsOf the 442,320 children in the birth cohort, type 1 diabetes was identified in 2058 (0.47%) (mean [SD] age of type 1 diabetes diagnosis 7.7 [3.4] years). Educational outcomes were significantly lower for children with type 1 diabetes than for those without type 1 diabetes, including for any high school qualification (RR 0.97 [95% CI 0.95, 0.99]), university entrance-level high school attainment (RR 0.88 [95% CI 0.84, 0.92]), regular high school attendance (RR 0.91 [95% CI 0.85, 0.97]) and university enrolment (RR 0.93 [95% CI 0.88, 0.98]), even after adjusting for sociodemographic and maternal factors. In addition, educational outcomes were substantially lower for those with post type 1 diabetes diagnosis hospitalisations for diabetic ketoacidosis and hypoglycaemia.Conclusions/interpretationIn this whole NZ birth cohort study, type 1 diabetes was associated with lower educational outcomes spanning secondary school and into university enrolment. Ongoing efforts to support students with type 1 diabetes are needed, particularly for those with a greater risk profile.Graphical

Educational opportunity and public rental housing choice of rural migrant families in Chongqing, China

ABSTRACT This article examines how the location choices of rural migrants residing in public rental housing (PRH) are influenced by the presence of high-quality schools and their perception of education’s significance in their children’s upward mobility. In most Chinese cities, rural migrant children are denied access to urban public schools due to residency restrictions. However, Chongqing has implemented an alternative urbanization model, allowing rural migrant children to attend PRH-affiliated primary schools. The study investigates the impact of this policy through 42 semi-structured interviews with rural migrants residing in Chongqing PRH and 18 semi-structured interviews with local government officials. The findings reveal that rural migrants strategically select PRH accommodations to secure educational opportunities and enhance their children’s social mobility. The study also uncovers how schooling acts as a filter, differentiating rural migrant families based on their social resources and hukou locations. The article concludes that the Chongqing model establishes a unique housing-schooling relationship that mitigates educational inequality and social segregation. The findings contribute to the development of equitable access to education for rural migrant children in Chinese cities.

A Tale of Two Systems: Choice and Equity in the District of Columbia’s Charter Schools

Advocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent disparities in where students live versus learn. We conclude that race-neutral conceptions of equity may hinder attempts to improve school access by ignoring structural inequalities tied to race, place, and income and by overlooking privileged households’ efforts to remain separate.

Healthy and sustainable school meals - proposal for a new quality index SMI-LE.

Provision of healthy and high-quality school meals is an important solution to improve children's health and well-being. Moreover, the meals provided at schools should not only meet dietary guidelines but also questions of sustainability. The aim of the study was to develop a new index to assess the quality of school meal menus, specifically their accordance with actual regulations, dietary guidelines and some sustainability goals. The School Meal Index-Lunch Evaluation (SMI-LE) is an originally created index to evaluate the quality of 5-day school menus. The general idea is to reflect the healthy and sustainability issues that should be present in school canteens according to WHO and EU recommendations. The index was tested in a real-life situation and fifty 5-day school menus available online from primary schools located in different regions of Poland, in rural and urban areas, were assessed with SMI-LE. The median value of SMI-LE equaled 52 /140 points. Most of the analyzed menus (72%) were classified as 'Medium' quality according to SMI-LE. The menus classified as 'Low' were characterized by the lowest energy value, the lowest content of calcium, magnesium, iron, potassium, and folates, while the highest of sodium. Menus from the 'Good' category had the highest nutritional value, as well as the lowest sodium content. A novel tool to has been provided for measuring the quality of school meals that addresses health and sustainability issues. It responds to the need for new indices that would consider changes in dietary guidelines and increasing knowledge about the impact of food systems on the environment.

Principal Leadership in Building Quality Schools: A Case Study in Elementary School

SD IT An Nafirah Palembang has educational method was influenced by the leadership of the principal. Leadership from the principal placed more emphasis on developing students' character than on their grades. This study aimed to describe the leadership style used and the function of principals as leaders in the development of high-quality schools. Research of this kind was qualitative. Phenomenology was the research methodology employed. In addition to using secondary data—documents received from the school—research also employed primary data—interviews and observations. An interactive model analysis with source triangulation and procedures was employed to analyze the data. The study's findings were as follows: First, the leadership style used by the principals was democratic-monarchic. This was based on the framework that was used to determine policies and carry out cooperative decision-making processes. Second, the principal's function encompassed a variety of responsibilities that were fulfilled, including those of an educator, manager, administrator, supervisor, leader, innovator, and highly effective motivator. The principal could serve as an illustration of how to perform their tasks. Therefore, it is important to correctly monitor and evaluate the leader's personality.

The level of education is associated with an anxiety-depressive state among men and women – findings from France during the first quarter of the COVID-19 pandemic

ContextIt is widely recognised that the COVID-19 pandemic has negatively impacted individuals’ mental health. However, little emphasis has been put on the possible influence of socio-economic factors in the relationship. In the context of the COVID-19 pandemic, our objectives were (i) to assess the relationship between education level and mental health in French adults, and (ii) to study the influence of the economic, social, health and the COVID-19-related factors in men and women respectively.MethodData are from 32,581 individuals representative of the French population who responded to the weekly survey “Baromètre COVID-19” between April 7th and May 31st 2020. Education level was self-reported (university degree, high school qualification, vocational certificate/qualification, no diploma). Anxiety-depressive state was derived from four items related to the frequency of occurrence of depressive and anxiety symptoms, and summarized in an overall validated anxiety-depressive score. Multivariate linear regression analyses were carried out with nested adjustments of variables related to economic, social, health and COVID-19 contexts to assess the relationship between education and anxiety-depressive state.ResultsIn total, 45% of individuals reported symptoms of anxiety-depressive state (53% in women versus 36% in men). Among men, those with a vocational certificate/qualification and those with no diploma had a greater risk of having a higher anxiety-depressive state compared to those with a university degree (βVocational certificate/qualification = 0.16 [0.04; 0.27]; βNo diploma = 0.75 [0.43; 1.07]) while among women, the risk of anxiety-depressive state increased as education level decreased (βBaccalaureate = 0.37 [0.25; 0.49]; βVocational certificate/qualification = 0.41 [0.28; 0.54]; βNo diploma = 0.8 [0.49; 1.12]). For both men and women, economic, health, and COVID-19 factors partly attenuate these associations while social factors marginally modified the relationship. After accounting for confounders and intermediate variables, the absence of a diploma remained associated with anxiety-depressive state among men, while the whole educational gradient of anxiety-depressive state persisted among women.ConclusionIn France, at the end of the first wave of COVID-19, individuals with a lower level of education had a higher risk of anxiety-depressive state. This association was more pronounced for women, highlighting a process of social inequality in health possibly related to gender. This should be considered in future prevention and public health interventions.

Mobile Training Unit for Increasing the Quality of Vocational High Schools

The demand to produce graduates with both soft and hard skills is a challenge for vocational high schools to continue innovating. The Mobile Training Unit (MTU) is a program the Aceh government uses to achieve these demands and overcome classic problems in vocational high school teaching, such as a lack of facilities or human resources. This study aims to analyze the Mobile Training Unit for Improving the Quality of Vocational High Schools. This type of research is qualitative with a descriptive approach. The population of this study were three SMKs that had been previously selected together with the MTU program committee. The methods used in collecting data are observation, semi-structured interview guidelines, and documentation. Data collection instrument using a questionnaire. The technique used to analyze the data is a descriptive qualitative analysis using a triangulation process. The research results are that the Mobile Training Unit must be prepared based on the needs of students and mayors in SMK. Determining priorities to become participants, careful preparation and implementation impact improving the quality of SMKs and the motivation of students who need sufficient training. It was concluded that MTU is carried out with careful planning and processes and requires high collaboration and consistency between the government, schools and students.

Kent çeperinde sosyal altyapı yoksunluğu: İstanbul’daki Esenler İlçesi Örneği

This paper emphasizes the significance of social infrastructure in understanding urban inequality. In addition to its economic opportunities, social infrastructure is one of the distinguishing characteristics of metropolitan areas. In cities of the 21st century, social infrastructure is not equally accessible to all residences. For the development and sustainability of urban life, social infrastructure is fundamental. In terms of establishing a sense of belonging and integration to contemporary urban life, social infrastructure is highly crucial especially for refugees and rural migrants who migrate to the periphery of big cities. By evaluating the findings of this study conducted in Esenler District, we aim to contribute to research dealing with urban inequalities in Istanbul from the perspective of social infrastructure.. To fill a gap in the literature, the social infrastructure of the Esenler District, which consists of rural-to-urban migration, refugee flow, and the working class in Istanbul's periphery, was analyzed by comparing it to other districts. The database created from various data sources and satellite images is presented with thematic maps. According to the findings, there is a significant divide between the central and peripheral districts of Istanbul in terms of social infrastructure. This inequality manifests itself in four ways: education, health, recreation, and fuel for housing. First, there are serious problems, such as the limited number of kindergartens, the high-class size in primary schools, and the poor quality of high schools in front of Esenler, which has a low education level. Second, there are only six healthcare centers in Esenler, where health services are inadequate compared to the central districts. Third, the green space cannot meet the recreational needs of the dense population in the district where unplanned and intensive construction has left no free space. Due to limited purchasing power, natural gas usage in Esenler is fairly low compared to central districts, despite the dense population. On the basis of these indicators, it has been concluded that the Esenler District, lacks the essential social infrastructure services necessary to maintain the city's health. Therefore, strengthening the social infrastructure on the urban periphery is a primary concern for developing a better understanding of urban inequalities, preventing problems, and making livable urban environments.

URBAN–RURAL DIFFERENCES IN PRIMARY SCHOOL RESOURCES IN CHINA: A CASE STUDY OF YUNCHENG COUNTY

Resources in primary schools can be classified into three types: campus, teaching, and community resources. Urban–rural differences in the resources of Chinese county schools, which are triggered by population migration and residents’ preference for high-quality schools, are a common phenomenon emerging in the context of rapid urbanization. Despite the negative effects of these resource differences on social sustainability and the increasing need to comprehensively analyze urban–rural differences in school resources, to date there has not been an effective analytical framework for resolving these issues. To address this research gap, this study develops a method using the entropy-based Technique for Order Preference by Similarity to Ideal Solution (TOPSIS), spatial analysis, and statistical analysis for assessing resource equity in primary schools by means of the relative proximities of resources. The resource differences between urban and rural primary schools are quantitatively investigated through taking Yuncheng County as a case study. The urban–rural differences in the three types of resources are discovered and presented according to geographical location. The research findings make contributions to understanding the unbalanced distribution of school resources, promoting equity in education, and improving the social sustainability of counties. Additionally, the analytical framework has the potential to be extended to analyzing urban–rural resource differences in secondary or high schools.

Principal’s Leadership Improving Discipline of School’s Citizens

The goal of this study was to evaluate the leadership responsibilities of the principal in enhancing student discipline. The study was carried out at SMA Negeri 3 Kayuagung. Observation, documentation, and interview-based data collection methods. The three stages of the data analysis technique are data reduction, conclusion/verification, and descriptive qualitative procedures. According to the research findings, the principal’s leadership enhances student discipline through exemplary, individual, and hierarchical ways. The SMA Negeri 3 Kayuagung residents’ motivation and complete trust from the principal has an effect on raising student discipline in academic tasks. The teacher’s example can also serve as a model for student behavior related to discipline. High-quality schools are more likely to be founded in environments where there is a culture of discipline in following rules.

Quality Standards of Vocational High Schools Based on the Level of Community Satisfaction

This study aims to evaluate the community satisfaction level in relation to the quality standards of vocational high schools. Quantitative techniques are used in the research process. instruments for gathering data that include surveys, documentation, and literature reviews. Descriptive statistical techniques and percentage formulas are used in data analysis. According to the study’s findings, the community in Kayuagung District is quite satisfied with the quality of the Vocational High School (SMK) based on: (1) expectations for graduates’ abilities after attending SMK; (2) the community’s perspective on the learning process’s quality; (3) community satisfaction with the standards of educators and education staff is based on community knowledge about According to the study’s findings, the community’s level of satisfaction with the quality of vocational high schools (SMK) in the Kayuagung District is still subpar.

Meritocracy and Advantaged Parents’ Perceptions of the Fairness of School Choice Policies

The widespread expansion of school choice policies has bolstered the consumer-education paradigm where parents compete for what they perceive to be a limited number of high quality schools. In this comparative case study, we examine advantaged White parents’ perceptions of meritocracy in the context of a competitive elementary and high school choice system in New York City. We find that parents’ critique the choice policies and the unfair burdens they place on low-income and immigrant families while engaging in opportunity hoarding to ensure their children’s privileged access to the most competitive schools, all while dismissing claims that school choice is meritocratic. Ultimately, advantaged parents’ suggest returning to neighborhood zoning which would preserve their access to exclusive, high performing schools and avoid the stress and inequities of school choice policies. This study offers further examples of the powerful influence of contradictory White discourse in the context of education policy and reform.

Feasibility of using smartphone app technology in the remote management of heart failure patients with cardiac implantable electronic devices

Abstract Funding Acknowledgements Type of funding sources: None. Background Predicting worsening heart failure (WHF) events in chronic heart failure (HF) patients is important to avoid hospitalizations. In patients implanted with cardiac implantable electronic devices (CIEDs) remote monitoring may help to identify patients at risk of WHF thanks to the ability to monitor physiological parameters that may change before WHF. However, clinicians need to know patient HF-related signs, symptoms and therapy non-compliance to determine type and time of necessary interventions. A patient Smartphone Application (App) may be an ideal option to remotely collect this information from patients and help clinicians in the decision-making process. Purpose to assess the penetration of App technology in a large real-world HF population and to evaluate patient willingness and compliance to use a HF-dedicated App to weekly send a diary on HF signs, symptoms and therapy compliance to the cardiologist. Methods From January 2021 to July 2022, 10 Italian hospitals in the framework of the One Hospital ClinicalService project designed a questionnaire on the use of App technology and submitted it to their HF patients with CIED during scheduled in-hospital follow-up. If the patient or his caregiver was able and willing to use Apps, the HF-dedicated App was activated on his smartphone. Compliance in using the App (= percentage of weeks in a year with at list an App diary received by all patients) was evaluated for patients who have received it for at least one year. Results 495 HF patients with CIED (age 67±13 years, 79% males, 26% NYHA III-IV, LVEF 35±11%, 60% with 3-chamber CIED, 43% with high school qualification) completed the questionnaire. Out of them, 80% have access to App technology, directly or through a caregiver; ≥62% can do all high-level activities (APP installation, email, web browsing) and 21% has already used Health Apps; 73% is willing to weekly send a diary using the App. 311 patients (63% of respondents) downloaded the HF-dedicated App on their or caregiver’s smartphone. They were younger and with higher school qualification than those not receiving the App. No other difference in baseline characteristics was seen. 138 patients have received the App for at least 1 year. Their compliance decreased during time, from 60% (weeks 1-13) to 42% (weeks 40-52; p <.001). Patients aging ≥ 60 years had a higher mean yearly compliance (53%) than younger patients (42%; p <.001; Fig. 1). Hospitals with dedicated staff to remote monitoring achieved a higher mean yearly patient compliance (64%) than other sites (33%, p <.001). Conclusion In a large real-world HF population with CIED patients, the penetration of Smartphone technology was high and > 60-year-old patients had higher compliance to the use of a new HF-dedicated App compared to younger patients. The use of Smartphone App technology to collect WHF sign/symptoms is feasible and may improve remote management of HF patients.