Prior Academic Achievement Research Articles

Starting Behind: A Comparative Analysis of the Academic Standing of Students Entering Charter Schools*

Objectives. The purpose of this study is to assess if students enter charter schools at an academic disadvantage compared to students who make other types of school‐choice decisions, such as transferring between district schools, from a charter to a district school, or staying in the same school. We assess the demographic and academic characteristics of students prior to choosing to attend a charter school in comparison to students who made other types of school‐choice decisions and broaden the operational definition of a “disadvantaged” student when exploring differences between charter and district students to include academic achievement prior to entering a school.Methods. The analysis is conducted with student‐level panel data and a progressive series of ANCOVA models that were estimated using ordinary least squares (OLS) regression. This methodology allows for a comparison of the mean differences in academic achievement among students who made different types of school‐choice decisions while controlling for student‐level covariates.Results. Students who transferred from district to charter schools had the lowest levels of prior academic achievement compared to students who made other types of choice decisions.Conclusions. When Arizona charter authorizers face the deluge of renewal decisions that are approaching, the quality of education available to the next generation of charter school students is at stake. Renewal decisions will impact what choices are available going forward and, given the comparative academic disadvantage of charter school students prior to entering, those decisions should take into consideration the starting point for students entering charter schools.

Introducing TCAD Tools in a Graduate Level Device Physics Course

The impact that project complexity, student prior academic achievement, and quality of instructional materials might have on student academic achievement was studied during a required device physics course, in which technology computer-aided design (TCAD) tools were introduced to first-year graduate students. Preliminary analysis of student performance and project complexity showed that students who attempted the most complex projects had the lowest student academic achievement, despite there being no significant differences in prior academic achievement as measured by grades in the first exam in the course. Further analysis of student achievement data from other electrical engineering courses taught in a similar open laboratory format, for which enhanced instructional materials were developed, suggest that when well-developed learning resources are easily accessible to students, project complexity has no negative impact on student academic achievement and can sometimes enhance student academic performance. Cognitive load theory was used to explain why well-developed instructional tools, such as enhanced tutorials, can help students better learn or work with complex material.

Examining the Long-Term Impact of Achievement Loss During the Transition to High School

Research shows that prior academic achievement is a strong predictor of future academic performance. For some students, the transition from one educational environment to another is associated with academic challenges and achievement loss. This study examined the extent to which achievement loss during the transition from middle school to high school later impacted college outcomes. Using data from the National Educational Longitudinal Study 1988/2000 (NELS: 88/2000), the results from a logistic regression analysis suggest that high-achieving middle school students who experienced achievement loss were more likely to leave their first college than high-achieving students who did not experience achievement loss.

Performance of Medical Students in a Nontraditional Rural Clinical Program, 1998???99 through 2003???04

To compare knowledge acquisition as measured by test scores for students in nontraditional clinical clerkships to scores for students in traditional urban hospital-based clerkships. Interdisciplinary and continuity-of-care clerkships in rural areas are the focus of the study. All the students' Medical College Admission Test (MCAT) scores, National Board of Medical Examiners (NBME) subject exam scores, and United States Medical Licensing Examination (USMLE) Step 1 and Step 2 scores over a six-year period, 1998-99 to 2003-04, were compared for third-year students in nontraditional and traditional clerkships at the University of North Dakota School of Medicine and Health Sciences. Cohorts were 29 students in our Rural Opportunities in Medical Education (ROME) program and 296 students in traditional third-year clerkships. NBME subject exam scores were those in pediatrics, internal medicine, surgery, and obstetrics and gynecology. The exam used for family medicine is not standardized to national standards, but controlled within the Department of Family Medicine. MCAT and USMLE Step 1 scores were used as a means of controlling for prior academic achievement and ability. There were no significant differences (p > or = .05) in MCAT scores, Step 1 scores, subject exam scores, or Step 2 scores between the two groups. In contrast, students from ROME scored higher (p < or = .05) on the internal medicine clinical preceptor assessments than did students from the traditional track. These findings suggest that students in remote, rural, longitudinal, integrated learning environments can attain fund-of-knowledge scores comparable to the scores of students in traditional clerkships, and may, as in this study, receive higher ratings for clinical proficiency.

Exposure to Violence and Mental Health Among Chinese American Urban Adolescents

Purpose This cross-sectional study examined exposure to violence as a predictor of mental health and perpetration of violence in a sample of 71 Chinese American young adolescents from nine urban middle schools. Methods Separate hierarchical multiple regressions were used to predict self-reported symptoms of depression and post-traumatic stress disorder (PTSD), perpetration of violence, and teacher-reported symptoms of anxiety, depression, and adaptive functioning. Results After controlling for daily hassles, exposure to violence uniquely predicted higher self-reported PTSD and depressive symptoms. After controlling for prior academic achievement and daily hassles, exposure to violence uniquely predicted more perpetration of violence. Conclusions Our study suggests that exposure to violence is associated with worse mental health and more perpetration of violence among Chinese American adolescents living in urban areas.

Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives.

We (Marsh & Craven, 1997) have claimed that academic self-concept and achievement are mutually reinforcing, each leading to gains in the other. Baumeister, Campbell, Krueger, and Vohs (2003) have claimed that self-esteem has no benefits beyond seductive pleasure and may even be detrimental to subsequent performance. Integrating these seemingly contradictory conclusions, we distinguish between (a) older, unidimensional perspectives that focus on global self-esteem and underpin the Baumeister et al. review and (b) more recent, multidimensional perspectives that focus on specific components of self-concept and are the basis of our claim. Supporting the construct validity of a multidimensional perspective, studies show that academic achievement is substantially related to academic self-concept, but nearly unrelated to self-esteem. Consistent with this distinction, research based on our reciprocal-effects model (REM) and a recent meta-analysis show that prior academic self-concept (as opposed to self-esteem) and achievement both have positive effects on subsequent self-concept and achievement. We provide an overview of new support for the generality of the REM for young children, cross-cultural research in non-Western countries, health (physical activity), and nonelite (gymnastics) and elite (international swimming championships) sport. We conclude that future reviews elucidating the significant implications of self-concept for theory, policy, and practice need to account for current research supporting the REM and a multidimensional perspective of self-concept.

Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers

The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in reading and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and/or math. A theoretical model was examined using structural equation modeling wherein student academic enablers (motivation, study skills, interpersonal skills, and engagement) and prior academic achievement served as mediators of the relationship between ADHD and academic achievement in mathematics and reading. Results of these analyses indicate that after controlling for the influence of prior achievement, ADHD influences motivation, which influences study skills to promote academic achievement. The article concludes with a discussion of the practical implications of these findings and how they extend prior research on the relationship between ADHD and academic achievement.

The Impact of Community Diversity and Consolidated Inequality on Dropping Out of High School

Abstract: Data from the National Education Longitudinal Study were combined with census data at the zip code level to examine the impact of neighborhood racial and ethnic diversity and consolidated inequality, in addition to individual, family, and school factors, on the likelihood of dropping out of high school. Results indicate that while the effects for diversity and consolidated inequality did not support the stated hypotheses, main effects for family risk and prior academic achievement were significant and in the stated direction. Also, when controlling for individual, family, school, and neighborhood characteristics, African Americans were less likely than White students to drop out of school. Implications for contextual effects research and educational outcomes are discussed.

Teacher quality and attrition

The argument that instructors with marketable skills are likely to exit the teaching profession leads many to believe that public schools are populated by teachers of mediocre talent. Yet, teachers with skills attractive to non-education employment may not be the best individuals in the classroom. A two-stage regression technique first estimates a teacher's impact on their students conditional upon prior academic achievement and then uses this quality measure to explain teacher attrition. This paper finds that higher-quality female teachers are less likely to leave the profession. Teacher quality does not impact attrition of male teachers.

BEYOND TEST SCORES: THE IMPACT OF BLACK TEACHER ROLE MODELS ON RIGOROUS MATH TAKING

Rigorous math has a positive impact on ultimate educational attainment and earnings, but black high school students enroll in advanced math classes at low rates. Curriculum choice is determined by prior academic achievement and expectations for future schooling, both of which can be influenced by role models. This article finds that increasing the percentage of math teachers who are black has a nontrivial, positive impact on the likelihood that a black geometry student will enroll in a subsequent rigorous math course. This race‐based role model effect occurs only for opposite‐sex student/teacher matches.

High School Exit Examinations and High School Completion: Evidence From the Early 1990s

For more than two decades, many states have required students to pass exit examinations to obtain high school diplomas. Despite these sweeping policy initiatives, we know relatively little about whether such policies are related to the chances that high school students will obtain diplomas. The authors estimate the association between high school exit examination requirements and students’ chances of obtaining diplomas, acquiring general educational development (GED), or leaving school with neither credential. They also assess whether these associations vary according to socioeconomic status (SES) or prior academic achievement. Using data from the National Education Longitudinal Study of 1988, they found that high school exit examination requirements—at least as they existed in the early 1990s—are not associated with increased chances of obtaining a GED or of leaving school with neither a GED nor a diploma, even among low-SES and low-achieving students.

A Note on the Problem Solving Style Questionnaire: An alternative to Kolb's Learning Style Inventory?

Given the psychometric limitations of existing measures of Kolb's experiential learning model (ELM), two new scales of learning styles have been developed. The validity of these scales has been supported in samples of undergraduate and MBA students in the USA. This paper provides evidence of some psychometric properties of scores yielded by these scales using samples of undergraduate students in the UK. Only limited support is found for the internal consistency reliability and construct validity of scores produced by the scales. However, an item attrition exercise identifies a two‐factor solution providing an acceptable fit to the data. The scales are reported as being positively correlated with academic performance and prior academic achievement. Despite the mixed evidence, we suggest further development of the scales is warranted to create a psychometrically sound measure of the ELM.

Approaches to Learning and Academic Achievement of Filipino Students

Research has shown that a critical variable in determining academic achievement in different cultures and educational systems is approaches to learning. In this study, the author sought to determine whether this variable influences academic achievement among Filipino college students. The Learning Process Questionnaire (LPQ; J. B. Biggs, 1987) was used to assess approaches to learning. The results indicated that (a) the LPQ was a valid instrument to assess the learning approaches of non-low-achieving Filipino college students; (b) the Deep and Achieving subscale scores of the LPQ were positively related to academic achievement even when the effects of school ability and prior academic achievement were controlled; and (c) with some slight exceptions, the relationship between the LPQ scale scores and academic achievement were génerally similar between male and female Filipino students. Implications for the study of student approaches to learning in different cultures and educational systems are discussed.

Relationship of study approach and exam performance

This study considers the relationship between study approach and examination performance. The data show a significant relationship between performance on complex examination questions and the use of a deep study approach, ceteris paribus. No significant relationships occur between the use of a deep study approach and performance on questions that are less complex or between the use of a surface study approach and any examination results. The findings also show that prior academic achievement, as indicated by cumulative GPA, and motivation for taking the course, as indicated by students’ plans to seek an accounting job, are the best predictors of examination performance. These findings imply that accounting educators should encourage students to develop and use a deep study approach to become more proficient with complex material. Examples of how this may be done are provided.

Computer Conferencing: An Environment for Collaborative Project-Based Learning in Distance Education

In this experimental study two independent variables were manipulated. Each was associated with online collaborative learning in a distance education context. One of these (group formation strategy) addresses one of the early decisions that must be made in forming groups for collaborative project work. The second (levels of tutor intervention) relates to the on-going process of group management in a computer-mediated environment. An additional independent variable (type of collaborative project) served as a within-group factor in the design. Two measures of individual achievement (final exam scores and idea units) and a measure of group dynamics served as dependent variables. Prior academic achievement (current grade point average) served as a covariate in the analysis of the achievement data. There were no differences across the two types of projects, but two slightly different interaction patterns emerged from the analysis of the achievement data. In general, however, these results favored the random assignment of students to collaborative groups (as contrasted with allowing students to pick their own partners) and the introduction of low tutor intervention during the course of project work. Two main effects emerged from an analysis of the group dynamics data, one of which supports the random assignment strategy. Because of these findings, it is difficult to suggest a totally unambiguous strategy for formulating and managing online collaborative project work. However, some tentative suggestions are advanced. Some guidelines for online collaborative learning are provided.

The University Experience Course: A Longitudinal Study of Student Performance, Retention, and Graduation

The purpose of this study is to investigate the relationship between participation in an extended orientation course and student academic performance, student retention, and student graduation. Ten years of participants in Ohio University's freshman “University Experience” course were compared with comparable nonparticipants. In the comparison of student academic performance, the effects of students' prior academic achievement and students' measured academic aptitude were controlled. First-year retention and four-, five-, and six-year graduation rates were compared. In most years of the study, participating students' year-end GPAs were higher than nonparticipants‘, retention rates were higher, and four-, five-, and six-year graduation rates were higher. The purpose of the course is to help students adjust to the demands of the university environment and develop long-term academic skills, which these results support. Student motivational effects are also discussed.

Six-year Documentation of the Association between Excellent Clinical Teaching and Improved Studentsʼ Examination Performances

Six-year Documentation of the Association between Excellent Clinical Teaching and Improved Studentsʼ Examination Performances

Improving Undergraduate Learning with Computer-Assisted Assessment

This article reports two studies on the use of computerized practice tests in an undergraduate education course. In study one, students who took computerized practice exams averaged one-half letter grade higher than students who did not take computerized practice exams, and they exhibited positive attitudes toward their practice experiences. Study two was designed to replicate study one with a different sample and to extend its analysis by examining the influence of both prior academic achievement and number of practice exams taken. Results of study two indicated no relationship between general achievement (as measured by the Scholastic Aptitude Test, or SAT) and number of practice exams taken. However, a positive relationship between the number of practice tests taken and the course grade was found even when SAT scores were controlled. The results are discussed in terms of noninstructional uses of educational technology for improving student achievement.

Collegiate alcohol involvement and role attainment in early adulthood: findings from a prospective high-risk study.

Recent research has highlighted the magnitude of alcohol use and alcohol-related problems on college campuses. However, the effects of alcohol use and abuse during the college years on early adult role attainment are not well characterized. Accordingly, this study was designed to prospectively examine relations between alcohol involvement during the college years and early adult educational and occupational attainment. Participants (N = 429: 231 women) at low and high risk for the development of alcoholism were recruited at a large midwestern university for a study of alcohol and health during the college years. Alcohol involvement was assessed by self-report and structured clinical interviews conducted annually for 4 years. Educational and occupational attainment were assessed by self-report 6 years postmatriculation. Alcohol involvement demonstrated a modest prospective effect on educational attainment, with a reduced effect observed when analyses controlled for academic aptitude and high school academic achievement. Prior academic achievement moderated the relation between alcohol involvement and educational attainment, such that individuals who were higher on secondary school class ranking were more negatively affected by pathologic alcohol involvement than those with lower levels of prior academic achievement. Less consistent evidence was found for prospective relations between alcohol involvement and early adult occupational attainment. These findings indicate a modest role for alcohol involvement in negative educational outcomes, with a more pronounced negative effect of alcohol involvement on educational attainment among those who were high academic performers in high school.

Surgical teaching quality makes a difference

Background: This study examined the influence of the quality of faculty members’ teaching on student performance in a third-year surgery clerkship. Methods: Eighty-nine third-year students on a surgery clerkship completed preceptor evaluation forms. The faculty member’s overall score was the mean of ratings from all the third-year students for whom that faculty member served as preceptor during the year. We examined associations between these ratings and student performance on the National Board of Medical Examiners (NBME) surgery subject examination and clerkship Objective Structured Clinical Examination (OSCE) by using an analysis of covariance that controlled for prior academic achievement [United States Medical Licensure Examination (USMLE) Part I]. Results: The average mean teaching evaluation score was associated with the scores on the NBME surgery subject examination ( P = 0.0005). Students with attendings who received poor teaching evaluations performed more poorly on OSCE data-gathering stations than did students with attendings rated as average or good. Conclusions: The study results indicate that the teaching quality of surgery faculty appears to have an impact on student performance.