Report Card Grades Research Articles

Faktor-Faktor yang Mempengaruhi Minat Siswa Melanjutkan Pendidikan Tinggi Ke Universitas Terbuka (Studi Kasus SLTA Negeri dan Swasta Sederajat di Provinsi Jambi)

This study aims to determine whether the factors that influence high school students to the Open University (public and private high school case studies are as well as Jambi Province). The population of this study is the technique used in research to help public and private high school students in Jambi Province, higher education to the Open University in this study using cluster sampling technique. With a method where no sample is available, each unit of the group is in a group / cluster, in this case the regencies and cities in Jambi Province as clusters. Then each district and city is selected in 3 simple random schools and given 10 samples from each -something of each school. The number of samples is 330. The sample unit is high school / high school students or equivalent in class XII. Data analysis method used for respondents is descriptive analysis. The data used to determine the factors that influence students' interest in Higher Education to Open University (Case Study of State and Private High Schools in Jambi Province) using SPSS 18 software. The analysis was conducted to determine the number of respondents in this study. Respondents used were parents, parents of students, parents, parents, parents, residence of students, teachers, college people, driving factors, and report card grades. Logistic regression analysis uses explanatory variables that can be categorical variables or numerical variables that aim to identify the probability of occurrence of variable response categories (Firdaus, Rahmini, Farid, 2011). Hosmer, David W. and Lemeshow, Stanley (2000) show that the vector x '= (x1, x2, ..., xp) denotes as many variables as possible. P (Y = 1 x) = π (x) is a chance that the non-independent variable states the event (y = 1).

Pemilihan Peserta Lomba Kompetensi Siswa Menggunakan Metode TOPSIS

Vocational High School Student Competency Competition (Vocational School LKS) is a series of activities conducted by the Education Office. This activity is carried out as one of the means and ways to measure the success of the education process in Vocational Schools. LKS is held as a vehicle for competition in promoting students' abilities to the business world and industry. For the determination of the winning contestants correctly and precisely requires a good decision system. The method that used in this study is TOPSIS on report card grades in 2018. The results of this study are participants who qualify with a value of V = 0.7978. Participants who qualify for this place rank first in the match with 80% conformity to the participants sent in the match. So that this method is a recommendation to dismiss the process of determining the next LKS contest participant.

Exploring the factors teachers consider in determining students’ grades

ABSTRACTThe purpose of this study was to investigate the specific factors teachers consider when assigning students’ report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers’ Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers’ years of experience and no interaction effect. Differences by grade level were evident in teachers’ consideration of both cognitive and non-cognitive factors of students’ performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development.

Show Us the Numbers: Grading the Financial Reports of Canada’s Municipalities

In nearly all larger Canadian municipalities, obscure financial reports – notably, inconsistent presentations of key numbers in budgets and end-of-year financial statements – hamper councillors, ratepayers and voters who seek to hold their municipal governments to account. Simple information, such as how much the municipality plans to spend this year or how its spending plan this year compares with the previous year’s, is hard or impossible for a non-expert citizen or councillor to find. The differences between how the numbers appear in budgets and in financial results have real-world consequences. For example, by presenting net, rather than gross, budget figures, municipalities exclude key services such as water and the fees that fund them, obscuring key activities and understating both their revenue and expense. By using cash, rather than accrual, accounting, they exaggerate infrastructure investment costs, hide the cost of pension obligations, and make it hard to match the costs and benefits of their activities. Moreover, many municipalities approve their budgets after significant money has already been committed or spent in the fiscal year, fail to publish their fiscal year-end financial results in a timely way and bury key numbers deep in their documents. This report card grades the financial presentations of major Canadian municipalities in their most recent budgets and financial statements. Of those we assessed, Toronto, Durham Region, Kitchener, Quebec City, Longueuil and Montreal failed, providing little information in reader-friendly form. More happily, Surrey garners an A for clarity and completeness of its financial presentation, York Region is a close second with an A, while Vancouver and Markham are also good performers. We have two key recommendations. First, municipal governments should present their annual budgets on the same accounting basis as their year-end financial statements. Their budgets should use accrual accounting, recording revenues and expenses as the relevant activities occur. For their part, provincial governments that impede the use of accrual-based budgets – by mandating that cities present separate operating and capital budgets, for example – should stop doing so. Indeed, provinces should mandate cities to present accrual budgets so the fiscal pictures of municipalities and the province use the same transparent standard. Even in cases where a province is an impediment, municipalities could release the relevant information on their own – and they should. Second, budgets, like financial statements, should show city-wide consolidated, gross revenue and spending figures that represent the city’s full claim on its citizens’ resources and the full scope of its activities. These changes would help raise the financial management of Canada’s municipalities to a level more commensurate with their importance in Canadians’ lives.

Fostering grit: Perceived school goal-structure predicts growth in grit and grades

Grit, the inclination to pursue long-term goals with passion and perseverance, predicts academic achievement and professional success, but how to encourage grit in students remains an open question. The goal of the current study was to understand how perceptions of school culture influence the development of grit in middle school students. We conducted a year-long, prospective, longitudinal study (N = 1277) examining grit, perceived goal structures (mastery vs. performance), and academic achievement. In cross-sectional analyses, we found that students who perceived their schools as more mastery goal-oriented were grittier and earned higher report card grades. In contrast, students who perceived their schools as more performance goal-oriented were less gritty and earned lower report card grades. In longitudinal analyses, changes in perceived mastery school goal structure predicted changes in grit over the school year, which in turn predicted changes in grades. Changes in perceived performance school goal structure, in contrast, did not reliably predict changes in grit. These findings suggest that school environments that emphasize the value of learning for learning’s sake may encourage children to sustain interest in and effort toward long-term goals.

Global Matrix 3.0 Physical Activity Report Card Grades for Children and Youth: Results and Analysis From 49 Countries.

Accumulating sufficient moderate to vigorous physical activity is recognized as a key determinant of physical, physiological, developmental, mental, cognitive, and social health among children and youth (aged 5-17y). The Global Matrix 3.0 of Report Card grades on physical activity was developed to achieve a better understanding of the global variation in child and youth physical activity and associated supports. Work groups from 49 countries followed harmonized procedures to develop their Report Cards by grading 10 common indicators using the best available data. The participating countries were divided into 3 categories using the United Nations' human development index (HDI) classification (low or medium, high, and very high HDI). A total of 490 grades, including 369 letter grades and 121 incomplete grades, were assigned by the 49 work groups. Overall, an average grade of "C-," "D+," and "C-" was obtained for the low and medium HDI countries, high HDI countries, and very high HDI countries, respectively. The present study provides rich new evidence showing that the situation regarding the physical activity of children and youth is a concern worldwide. Strategic public investments to implement effective interventions to increase physical activity opportunities are needed.

Report Card Grades on the Physical Activity of Children and Youth Comparing 30 Very High Human Development Index Countries.

To better understand the childhood physical inactivity crisis, Report Cards on physical activity of children and youth were prepared concurrently in 30 very high Human Development Index countries. The aim of this article was to present, describe, and compare the findings from these Report Cards. The Report Cards were developed using a harmonized process for data gathering, assessing, and assigning grades to 10 common physical activity indicators. Descriptive statistics were calculated after converting letter grades to interval variables, and correlational analyses between the 10 common indicators were performed using Spearman's rank correlation coefficients. A matrix of 300 grades was obtained with substantial variations within and between countries. Low grades were observed for behavioral indicators, and higher grades were observed for sources of influence indicators, indicating a disconnect between supports and desired behaviors. This analysis summarizes the level and context of the physical activity of children and youth among very high Human Development Index countries, and provides additional evidence that the situation regarding physical activity in children and youth is very concerning. Unless a major shift to a more active lifestyle happens soon, a high rate of noncommunicable diseases can be anticipated when this generation of children reaches adulthood.

Report Card Grades on the Physical Activity of Children and Youth From 10 Countries With High Human Development Index: Global Matrix 3.0.

The Global Matrix 3.0 brings together the Report Card grades for 10 physical activity indicators for children and youth from 49 countries. This study describes and compares the Global Matrix 3.0 findings among 10 countries with high Human Development Index. Report Cards on physical activity indicators were developed by each country following a harmonized process. Countries informed their Report Cards with the best and most recent evidence available. Indicators were graded using a common grading rubric and benchmarks established by the Active Healthy Kids Global Alliance. A database of grades from the countries was compiled, and letter grades were converted to numerical equivalents. Descriptive statistics and scores for groups of indicators were calculated, and correlation analyses were conducted. Grades for the 10 countries clustered around "D" ranging from "F" to "B+." Active Transportation had the highest average grade ("C"), whereas Overall Physical Activity had the lowest average grade ("D-"). Low grades were observed for both behavioral and sources of influence indicators. In the context of social and economical changes of high- Human Development Index countries, urgent actions to increase physical activity among children and youth are required. Surveillance and monitoring efforts are required to fill research gaps.

With prodding, retailers push chemical policies

A year ago, the Mind the Store campaign of consumer activist organization Safer Chemicals, Healthy Families issued a report card grading 11 retail chains on their efforts to reduce or eliminate hazardous chemicals in products they carry. No company received an A grade; Target and Walmart were the only ones to even get a B. This year’s report card, out on Nov. 14, looks quite different. The group of companies scoring B or better includes Apple, Walmart, CVS Health, Ikea, Target, Whole Foods Market, and Best Buy. Target and Walmart improved to B+ and A–, respectively. It’s likely no coincidence that late last month, in advance of this year’s report card, Home Depot and Costco announced new chemical policies like those already launched by several other retailers. The big-box hardware chain scored a D+ last year; Costco got an F. The improvement in their grades this year—to C+ for Home

Role of sport-related concussion on academic achievement among youth athletes

ObjectiveDetermine change in report card grades in youth after sustaining an acute sport-related concussion.DesignProspective case-series.SettingPaediatric, multi-disciplinary concussion.Participants48 youth athletes (mean age 14.3; SD: 0.9; male: 57.6%) who sustained a sport-related concussion during the school year. Overall, 3 youth were lost to follow-up and 12 youth submitted only one report card.Interventions (or assessment of risk factors)Subsequently developing Post-Concussion Syndrome (PCS: symptomatic after 30 days), initial concussion severity (Post Concussion Symptom Scale), self-reported concussion history, sex, age, and academic accommodations during recovery.Outcome measuresThe report card immediately before the concussion and the report card immediately after medical clearance were collected. Pre-concussion and post-concussion overall and core grade-point average was calculated from report cards. Core grade-point average (GPA) included math, sciences, social studies, English, and foreign languages.Main resultsOverall GPA was 82.9% (SD 8.5%) pre-concussion and 82.7% (SD 8.0%) after concussion recovery (difference: −0.2%, 95% CI: −1.6%, 1.1%). Core GPA was 80.0% (SD 10.1%) pre-concussion and 79.4% (SD 10.4%) after concussion recovery (difference: −0.6%, 95% CI: −2.8%, 1.6%). There were no significant differences in overall or core GPA when stratified by sex, age, initial concussion severity, previous concussion history, receiving adequate school accommodations during recovery, or subsequently developing PCS.ConclusionsThere were no statistically or clinically significant changes in overall or core GPA during concussion recovery. Further research is needed to determine if there are more subtle changes in academic performance during the recovery process.Competing interestsNone.

Findings from the 2016 Active Healthy Kids Scotland Report Card

The Active Healthy Kids Scotland Report Card provides a comprehensive assessment on the physical activity and health of Scottish children and adolescents. PURPOSE: To summarize the report card grades; to identify changes in report card grades since the previous report card published in 2013; to critique Scottish surveillance of physical activity and health in children and young people. METHODS: Report card grades were assigned to 10 indicators related to physical activity and health (7 behavioral indicators and 3 policy and environment indicators). Grades were based on Scottish data which were: recent (published after the 2013 card), derived from nationally representative samples and affected by minimal bias, and determined by the percentage of Scottish children and adolescents meeting an evidence-based benchmark: A is 81% to 100%; B is 61% to 80%; C is 41% to 60%, D is 21% to 40%; F is 0% to 20%; INC is Incomplete data combined with lack of an evidence-based recommendation. Grades were assigned a ‘+’ if trends had improved since the last report card and a ‘-‘ if there was a marked socio-economic inequality in the indicator. RESULTS: Overall Physical Activity, Sedentary Behavior and Obesity received F or F- grades. Active Outdoor Play and Organised Sport Participation were graded as INC. Active Transportation to School/Nursery was graded C, and Diet D-. Family and Peer Influence was graded as D-. Community and the Built Environment, and National Policy were both graded B. Issues with measurement and reporting of several physical activity indicators were identified: no surveillance of moderate to vigorous physical activity in children, no surveillance of active outdoor play and sports participation in children or adolescents, and summary surveillance data not reported in line with evidence-based recommendations. CONCLUSIONS: Grades were similar to those in 2013. Scotland has a favorable environment for physical activity, but children and adolescents have low physical activity and high screen-based sedentary behavior. Better surveillance of physical activity and health in Scottish children and adolescents is required and would encourage more evidence-informed physical activity and health policy in Scotland in future.

Positive peer relationships and academic achievement across early and midadolescence

We explored peer acceptance and friendships during adolescence, and their relationship with subsequent changes in the level of adolescents' academic achievement. Participants were 447 students (51% girls) aged from 11 to 16 years. The students completed sociometric assessments of their peer acceptance and friendships during the autumn semester (Time 1). Academic achievement data were also obtained from students' report-card grades at Time 1 as well as during the spring semester (Time 2) of the same academic year. Regression analysis indicated that peer acceptance positively predicted subsequent academic achievement. This relationship was also moderated by age, with the effect of peer acceptance on subsequent academic achievement being greater during early adolescence than in midadolescence. This research deepens understanding of the mechanisms by which positive peer relationships influence adolescents' academic achievement.

Introduction to the Global Matrix 2.0: Report Card Grades on the Physical Activity of Children and Youth Comparing 38 Countries.

Introduction to the Global Matrix 2.0: Report Card Grades on the Physical Activity of Children and Youth Comparing 38 Countries.

Results From Mexico's 2016 Report Card on Physical Activity for Children and Youth.

The 2016 Mexican Report Card on Physical Activity for Children and Youth aims to assess how Mexico is doing in terms of providing physical activity (PA) opportunities for Mexican children and youth. The purpose of this article is to summarize results from the Mexican 2016 Report Card. A literature search was conducted in Spanish and English languages using major databases, and complemented with a review of government/nongovernment documents, websites, and national health surveys. Information on the 9 indicators outlined in the Global Matrix of Report Card Grades was extracted. A team of Mexican experts met to discuss and assign a grade on each indicator based on the best available evidence and established benchmarks. Daily behaviors grades were Overall PA (C), Organized Sport Participation (D), Active Play (D-), Active Transportation (C), and Sedentary Behavior (D). For Settings and Sources of Influence, grades were Family and Peers (INC), School (D-), and Community and Environment (D). Strategies and Investments grades were Government Strategies (C) and Non-Government (F). PA and sedentary behaviors among Mexican children and youth remain below the recommended levels. Government and communities are far from providing appropriate and sufficient physical activity opportunities for children and youth.

A Century of Grading Research

Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K–12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th-century studies generally condemned teachers’ grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers’ grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and noncognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed.

A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children

Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities. Across three longitudinal, prospective studies, we examined the factor structure of character, associations with intelligence and Big Five personality traits, and predictive validity for consequential outcomes like peer relations, class participation, and report card grades. In Study 1, teachers rated their students on behaviors exemplifying character strengths as they played out in students’ daily lives. Exploratory factor analyses yielded a three-factor structure consisting of interpersonal (interpersonal self-control, gratitude, social intelligence), intellectual (zest, curiosity), and intrapersonal (academic self-control, grit) factors of character. In Study 2, children rated their own behavior and completed a test of cognitive ability. Confirmatory factor analyses supported the same three-factor structure, and these factors were only weakly associated with cognitive ability. In Study 3, teachers provided character ratings; in parallel, students completed measures of character as well as Big Five personality factors. As expected, intellectual, interpersonal, and intrapersonal character factors related to Big Five openness to experience, agreeableness, and conscientiousness, respectively. Across studies, positive peer relations were most consistently predicted by interpersonal character, class participation by intellectual character, and report card grades by intrapersonal character. Collectively, our findings support a tripartite taxonomy of character in the school context.

Social-Emotional Learning Program to Promote Prosocial and Academic Skills Among Middle School Students With Disabilities

This 3-year study evaluated the effectiveness of the Second Step–Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12 schools in Midwest United States. Students labelled with a disability were selected for inclusion. Students completed self-report measures of school belonging, empathy, caring, and willingness to intervene in bullying situations. Report card grades and standardized test scores were collected from school records. Students with disabilities in the intervention schools reported a statistical and clinical significant increase in willingness to intervene in bullying incidents in comparison with students with disabilities in control schools and an increase of half a grade on their report cards in comparison with the control sample. The current study demonstrates the promise of social-emotional learning programming for students with disabilities.

Diagnostic Utility of the Social Skills Improvement System Performance Screening Guide

Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG). Correlational, regression, receiver operating characteristic (ROC), and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to report card grades for conduct, reading, and math, respectively. Respective subscales were all statistically significantly correlated with one another. In addition, all regressions indicated significant predictions for the SSIS-PSG to respective report card grades. ROC analyses for SSIS-PSG Math with math grades and SSIS-PSG Reading with reading grades were statistically significant and described as fair. ROC analysis for SSIS-PSG Prosocial Behavior with conduct grades was not significant and described as poor. In a conditional probability analysis, the variable of concern for screeners concerns false negative ratios; all estimates for this fell within the targeted range.

School-based sleep education program improves sleep and academic performance of school-age children

Study objectiveThe objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. MethodsUsing a community-based participatory research approach, we created a school-based sleep education program, “Sleep for Success”™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. ResultsIn the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. ConclusionParticipation in the sleep education program was associated with significant improvements in children's sleep and academic performance.

Peers and academic achievement: A longitudinal study on selection and socialization effects of in-class friends

ABSTRACTThe present study was conducted to analyze whether in-class friends influence each other's grades, and whether adolescents tend to select friends that are similar to them in terms of academic achievement. During 1 academic year, 542 eighth-grade students (M age = 13.3 years) reported on 3 different occasions on their in-class friendship networks. At these occasions their report card grades for 3 subjects were copied from their files. We tested whether academic achievement functions as a selection criterion for friendship, and whether academic achievement is influenced by in-class friends, using social network analytic techniques. Socialization effects for Dutch and English language grades, but not for mathematics grades, were found. We found no support for selection effects of grades.