High School And Beyond Research Articles

The content specificity of math and english anxieties: The high school and beyond study

Abstract The purposes of the present investigation were to examine the content specificity of math and English anxieties, to test the generality of predictions from the Internal/External (I/E) frame of reference model to anxiety responses, and to examine sex differences in anxiety responses. This was accomplished by fitting structural equation models, using LISREL, to data from the High School and Beyond (HSB) study. The results demonstrated a remarkable content specificity of these two academic anxieties; despite the substantial correlation between math and verbal test scores, math and English anxieties were nearly uncorrelated. As predicted by the I/E model, better math skills were associated with substantially lower math anxiety but slightly higher English anxiety, whereas better English skills were associated with substantially lower English anxiety but slightly higher math anxiety. Stereotypic sex differences were observed-women had higher math anxiety scores whereas men had higher English anxiety sc...

Basic Statistics for the Behavioral Sciences

Basic Statistics for the Behavioral Sciences

Enduring Cognitive Effects of Public and Private Schools

Recent research by Coleman and his associates on the effectiveness of public and private schools has evoked a heated debate on the role of private schooling in U.S. education. All of the existing studies, however, have examined the short-term effects of school type–at most over a 2-year period. This study extends the debate on the effects of private schools to a longer term perspective. It appears from the present analysis that the enduring influence of school type on vocabulary achievement is nearly nonexistent, whereas the enduring influence on mathematics favors public school students. These results conflict with those of previous studies, and may be due to the longer term perspective of the research reported here. Examination of the enduring effects of private education should therefore be given a high priority in subsequent follow-ups of the High School and Beyond (HSB) study. Until that happens, it seems clear that any policy decisions based on HSB analyses to date are premature.

Characteristics Associated with Effective Public High Schools

ABSTRACTThis study identifies the school characteristics that are associated with four cognitive achievement measures for students during their last two years of high school. The study uses the High School and Beyond (HSB) data on 18,684 public high school sophomore students who participated in the 1980 base-year and 1982 follow-up study. Over 800 public schools across the country are included in the analyses. This study uses the longitudinal data for the sophomore cohort in evaluating the major factors associated with school variation in verbal, mathematics, science, and a composite performance measure. Results from this study revealed that gains were greater in those schools where a large percentage of students were enrolled in the academic curriculum and in the schools which offered a large number of additional courses beyond the remediation level. The quantity of instruction that a student took beyond the remedial level was positively related to test score gain. The school effects were significant but...

Student Discipline and High School Performance

This paper examines the relationship between student misbehavior and academic performance and the effects offamily structure and mother's employment on misbehavior and performance. Using panel data on high school sophomores from the High School and Beyond (HSB) survey, we estimate a number of linear panel models. The findings indicate that sophomores with low grades misbehave more as seniors than those with high grades. Academic achievement in the sophomore year has little effect on changes in misbehavior. Misbehavior, however, has negative effects on changes in grades and achievement test scores. Finally, living in a single-parent family and mother's employment negatively affect both achievement and behavior.

Productive Influences on High School Student Achievement

AbstractA secondary analysis of the High School and Beyond (HSB) data was performed in order to retest the private-school superiority hypothesis and to examine determinants of high school achievement. This analysis attempted to explain the fixed and alterable conditions which influence the achievement of 26,279 sophomores in reading, writing, mathematics, science, and civics. Multiple regression and partial correlations indicated that those variables beyond the control of educators (i.e., amount of homework completed, television viewing, parental involvement with education) explained much of the achievement variation. However, variables under school control, such as quantity and appropriateness of academic instruction, were found to explain significant and educationally meaningful amounts of achievement variance. With background variables controlled, private schools did not outperform public schools.