The academic achievement of high school students is influenced by various factors, not only intellectual abilities but also physical activity and cognitive functions such as study concentration. This study aims to analyze the relationship between physical activity, learning concentration, and academic achievement, as well as test the role of learning concentration as a mediator variable. The study used a quantitative design with a cross-sectional approach. The sample consisted of 78 students of SMA Negeri 1 Makassar who were selected using a simple random sampling technique. Physical activity was measured using the Physical Activity Questionnaire for Adolescents (PAQ-A), learning concentration was measured by the Grid Concentration Exercise, while academic achievement was obtained from the average score of the semester report card. Data analysis included descriptive statistics, Pearson correlation test, and mediation analysis using graded regression based on Baron and Kenny criteria with a significance level of α = 0.05. The results showed a positive and significant relationship between physical activity and learning concentration (r = 0.46; p < 0.01), learning concentration and academic achievement (r = 0.52; p < 0.01), and physical activity and academic achievement (r = 0.38; p < 0.01). Physical activity had a significant effect on academic achievement (β = 0.38; p < 0.001; R² = 0.14) and learning concentration (β = 0.46; p < 0.001; R² = 0.21). In the mediation analysis, learning concentration had a significant effect on academic achievement (β = 0.44; p < 0.001) and decreased the direct influence of physical activity (β = 0.19; p = 0.029), with R² = 0.34. It is concluded that learning concentration acts as a partial mediator in the relationship between physical activity and student academic achievement.

In the USA, an estimated 40-50 million operations are performed annually, with high rates of adverse events. Since the 1980s, report cards have been used for outcome measures and to improve safety of surgical care. As part of Making Healthcare Safer IV-an initiative aimed at publishing evidence-based reviews as they are completed to help healthcare leaders, researchers and policymakers act more quickly on evidence-supported practices-we performed an updated review on the certainty of evidence on patient safety practices related to the use of surgical report cards and outcome measurements. Systematic review using the Grade of Recommendations Assessment, Development and Evaluation (GRADE) approach. PubMed, Web of Science, Scopus and the Cochrane Library were searched from November 2011 to May 2023. We included primary research studies (randomised control trials or observational studies with a comparison group, including pre-post studies) or observational studies that investigated a surgical report card in adult or paediatric surgical patients at the hospital or surgeon level in inpatient or outpatient settings. Excluded studies included: narrative reviews, scoping reviews, editorials, commentaries, abstracts, studies that measured only patient knowledge or levels of engagement or studies using local surgical dashboard data. Screening and eligibility were done in duplicate, while data extraction was done by one reviewer and checked by a second reviewer. Specific items in the Risk Of Bias In Non-randomised Studies - of Interventions tool and a modification of the National Institutes of Health Tool were used to assess for bias in studies. Two reviewers assessed each study for risk of bias. A modified version of the GRADE framework was used to assess the certainty of evidence. We identified 19 studies that met the inclusion criteria: 13 primary research studies and 6 descriptive studies of surgical collaboratives. Of the primary studies, nine used a pre-post or longitudinal study design and four used a regression discontinuity or concurrent controlled design. Seven of the studies were about the American College of Surgeons National Surgical Quality Improvement Project. Five studies were from single institutions and the remainder included nine to greater than 700 hospitals. Pre-post studies of report cards that prompted quality improvement (QI) programmes all reported improvements in outcomes, longitudinal studies reported benefits in some but not all outcomes and one in four controlled before-and-after studies reported a statistically significant mortality benefit. All studies, except for one, were at moderate or high risk of bias. Six collaboratives were identified with preliminary data. Based on the above evidence, the theoretical rationale and parallel evidence in other settings, we judged that it was moderate certainty that report cards and outcomes measurements can improve surgical outcomes. However, given the evidence from studies where report cards were actively linked to institutional QI initiatives, we recommend that outcome data must be paired with actionable QI efforts to meaningfully improve patient outcomes.

This study aims to describe the application of the Identifikasi, Refleksi, and Benahi (IRB) approach, utilizing Education Report data, to enhance literacy at SDN 223 Palembang. Using a descriptive qualitative method, data were collected through interviews, observations, and documentation, focusing on four aspects: planning, implementation, supervision, and improvement strategies. The results demonstrate that data-driven, collaborative planning and participatory program implementation including daily reading sessions and literacy-integrated learning significantly strengthened students' literacy skills and the school's reading culture. The novelty of this research lies in its detailed case study of the IRB framework as an adaptive, cyclical model for data-based educational management in a primary school setting. A key practical implication is the provision of a replicable blueprint for other schools to systematically transform assessment data into targeted literacy interventions. The study contributes a validated, holistic strategy to the field of school improvement, emphasizing that sustained literacy gains are achievable through structured collaboration, continuous reflective supervision, and capacity-building across the entire school community.

The aim of this paper is to grade and compare national surveillance systems and strategies, as well as the levels of physical activity (PA), and fitness for school-aged children and adolescents in Denmark, Finland, and Sweden. Surveillance systems for the three countries were evaluated based on the quality and representativeness of the data used for the Active Healthy Kids (AHK) Global Matrix 4.0 report card. Governmental strategies for repeated data collection were also evaluated. Both were graded by the authors of the present paper, and grades from 1 (excellent) to 5 (very poor) were set. The levels of PA and fitness reported in the country report cards were also compared. The national surveillance strategy grades for 10 different PA and fitness indicators varied between 1 and 5 for Denmark, 1 and 2 for Finland, and 1 and 5 for Sweden. The surveillance strategy for organized sport participation and active transportation was graded as excellent for all, whereas the surveillance strategy related to community and environment was rated 4 in Denmark, and 1 in the other countries. Furthermore, the grades for the quality of the methodology used in collecting the ten indicators for the AHK compilation varied between 1 and 3 for Denmark, 1 and 2 for Finland, and 1 and 5 for Sweden; however, the methodologies varied largely between countries making direct comparison of these results difficult. Systematic surveillance of PA tends to be superior in Finland compared with Denmark and Sweden. Levels of PA and fitness among school-aged children and adolescents seem similar, but it is difficult to draw conclusions due to different methodologies used.

Abstract This study investigates invisible student trauma. It describes Sofia's case, a female adolescent who has suffered micro and macro oppression since birth. Theoretically grounded in the notion of pervasive invisible trauma, and looking at introspective, reflective, autobiographical, and artistic data gathered over 17 years, the research question is: How did Sofia experience, manifest and navigate invisible pervasive trauma in life and in the classroom? The study combines qualitative and post‐qualitative methodologies to overcome the limitations of language in the expression of trauma. Data types comprise report cards, interviews, psychologists' reports, personal responses to popular songs, social media posts, autobiographical texts, multilingual reflection notes, poems in English and Spanish, and illustrations. Findings indicate that trauma was a lifelong process characterized by enduring pain and despair in the personal, social, and academic domains. Rich and loving responses in the home, the extended family, the school, and the community were necessary to help Sofia navigate trauma and shift toward a healing orientation. Particularly generative were those responses that emerged as spaces of hope and geographical places of love in three classrooms, of which one was an English language classroom. Implications for the creation, fostering, and sustainment of trauma‐informed language pedagogies are considered.

Türkiye is among the leading countries in the world with its developed textile industry and cotton production. The economic crisis that started in the country in 2018 escalated further with the COVID-19 pandemic in 2020, and the country's crisis report card grew even bigger with the February 6, 2023 Kahramanmaraş earthquakes. The agricultural sector, which has a high dependency on foreign inputs, was negatively affected by this process and caused changes in the production decisions of producers. This study aims to reveal how the production processes of cotton farmers in the Harran plain, which represents the majority of cotton production in the country, were affected by the crisis. In the study, a face-to-face survey was conducted with 165 cotton farmers. Chi-square independence tests were used to test the relationship between the farmers' monitoring of input and product markets in the pre-crisis period and during the crisis and paired sample t-tests were used to analyze whether there was a relationship between the frequencies of monitoring input and product markets. As a result of the analysis, it was determined that there was a statistically significant increase (p

This study aims to develop a student achievement prediction system based on the Fuzzy Sugeno method using average report card scores to support science or social studies specialization recommendations. The data were obtained from student report cards at SMA 1 Toho in Microsoft Excel format and processed through fuzzification, inference, and defuzzification stages using triangular membership functions to produce crisp values and achievement categories. The system was implemented using the Python programming language and evaluated for result consistency. The findings indicate that the Fuzzy Sugeno method can objectively predict student achievement and support data-driven decision making in determining student specialization

Population-level physical activity surveillance is critical for informing research, practice, and policy efforts for supporting healthy development. The 2024 US Report Card on Physical Activity for Children and Youth synthesizes the most recent national data on physical activity levels and supports among US children and youth. A committee of experts evaluated 12 indicators related to physical activity in children and youth using the best available national data for each indicator. Based on established criteria from the Active Healthy Kids Global Alliance, letter grades (A-F) were assigned to the indicators to reflect how well the United States is succeeding at providing children and youth with opportunities for physical activity. Key metrics within select indicators were evaluated for differences among racial/ethnic and disability subgroups and trends over time since the first report card (2014) or earliest available data. Sufficient data were available to assign grades for 8 indicators. The grades ranged from B- to D-, with Overall Physical Activity earning a D-. Racial/ethnic disparities were observed for the Overall Physical Activity, Organized Sport, Sedentary Behavior, Sleep, and Community and Built Environment indicators. Key metrics for Overall Physical Activity and Active Transportation metrics decreased slightly over the past decade, whereas larger decreases were observed for Organized Sport and Sedentary Behavior metrics. Findings highlight opportunities to improve physical activity levels and supports among US children and youth. The 2024 Report Card can be a tool for informing research and practice at the local and national levels.

We consider an economy in which long-lived experts are matched with short-lived clients. Experts choose the type of client with whom they match, unobserved by the market. The interaction outcome depends on both the expert’s and the client’s type. We study the effects of supplying information about otherwise unobservable outcomes, such as “medical report cards,” to help clients identify better experts. Such information can lead to inefficient matches, as experts reject risky clients to build their reputation. Hence, information can reduce welfare. Withholding information can mitigate these perverse incentives at the cost of misallocating experts known to be inept. (JEL C78, D82, D83)

Student performance evaluation at SDN 48 Kota Jambi has been traditionally conducted manually, which is inefficient and often subjective. This study aims to provide an objective classification of students’ academic achievement using data-driven methods. The research applies the Knowledge Discovery in Databases (KDD) framework, which involves data selection, preprocessing, clustering, and evaluation. The dataset consists of knowledge scores from 152 elementary students across seven subjects, obtained from the Merdeka Curriculum report cards. Data preprocessing included cleaning and normalization to ensure consistency. K-Means clustering was implemented using RapidMiner, with the optimal number of clusters determined through the Elbow Method. Cluster validity was assessed using the Davies–Bouldin Index (1.226) and the Silhouette Coefficient (0.245). The results produced three clusters: high achievers (30.9%), medium achievers (27.0%), and low achievers (42.1%). Centroid analysis indicated that Mathematics and Physical Education were the most discriminative subjects across groups. These findings highlight a substantial proportion of students requiring remedial intervention and support differentiated learning strategies. The contribution of this research lies in applying educational data mining techniques to an elementary school context in Jambi, integrating both quantitative indices and qualitative validation with teachers. The study demonstrates that clustering methods can enhance educational decision-making, providing a basis for adaptive teaching, targeted interventions, and resource allocation in elementary education.

This study aimed to examine the relationship between self-confidence and academic achievement among students of MTs in Demak. The research employed an empirical quantitative approach with a cross-sectional design involving 114 students selected through probability sampling using the Slovin formula. Self-confidence was measured using a validated Likert-scale questionnaire with high reliability (Cronbach’s Alpha = 0.949), while academic achievement was obtained from documented report card averages. Univariate analysis indicated that most students had moderate levels of self-confidence and fairly good academic achievement. Bivariate analysis using Spearman Rho revealed a very strong positive correlation between self-confidence and academic achievement (r = 0.843; p < 0.05). The findings demonstrate that higher levels of self-confidence are associated with better academic outcomes. The results support psychological theories emphasizing the role of internal affective factors in learning performance and highlight the importance of strengthening students’ self-confidence to improve educational quality at the secondary Islamic school level.

Mathematical proficiency is a cornerstone of elementary education, yet mastering fundamental operations remains a challenge for many learners. This study investigated the efficacy of localized window cards as an intervention tool to improve the numeracy skills of Grade 3 pupils at Balaybay Elementary School. Employing a quantitative descriptive-comparative research design, the study aimed to measure the impact of these materials on student performance and provide a mechanism for parental monitoring through numeracy progress report cards. The results demonstrated a significant improvement in student achievement. Prior to the intervention, the group recorded a pre-test mean of 10.81 with a Mean Percentage Score (MPS) of 36.03%. Following the implementation of the window cards, the post-test mean rose to 26.62, resulting in an MPS of 88.72%. This represents a substantial 52.69% increase in the MPS. Furthermore, the post-test data showed a lower standard deviation compared to the pre-test, indicating that the pupils' performance became not only higher but also more consistent. The findings conclude that the use of localized window cards is a highly effective intervention for mastering the four fundamental operations. The study recommends the continued integration of localized materials to bridge numeracy gaps and foster stronger home-school collaboration in monitoring student progress.

Policies that encourage supportive environments for walking and bicycling have been noted to be effective; however, the impact on health is not well documented. This study examined the relationship between state-level policies and markers of children and adolescent health and health-related behaviors. This policy review gathered information from sources on state-level active travel policies, funding, school activity policies from the 2024 Safe Routes to School State Report Cards (summary score), and child health outcomes by state. Overall scores were significantly associated with several physical activity variables, rate of children and adolescents with overweight/obesity, child chronic health conditions, poverty rates, and neighborhood access to activity resources, most in the hypothesized direction. Differences between the top and bottom scoring states were noted for several activity variables, health, and environmental variables. These findings provide a rationale for legislators to consider laws and policies within their own states to combat poor youth health outcomes.

This study aims to analyze the relationship between students' attitudes toward English learning and their English achievement at the senior high school level. A quantitative correlational approach was employed, with a sample of 86 high school students in Jakarta selected via simple random sampling. Data were collected using a validated 20-item Likert-scale attitude questionnaire, measuring affective, cognitive, and conative components, and documentation of academic scores from semester report cards. Pearson correlation analysis revealed a significant positive relationship (r = 0.724, p = 0.001) between students' attitudes and their academic achievement. The findings suggest that positive attitudes, encompassing interest, motivation, and self-confidence, play a crucial role in enhancing English learning outcomes by potentially lowering the affective filter and increasing engagement. This study provides practical implications for pedagogical strategies, curriculum design, and school policy, emphasizing the need to foster positive affective domains in English language teaching to enhance learning quality in the Indonesian senior high school context.

ABSTRACT In this study, teachers applied individual behavioral support as part of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This study reports on a check-in, check-out (CICO) intervention with six matched pairs from Finland and Greece, primarily students with aggressive, noisy, impulsive and hyperactive behavior. Daily report card (DRC) data were collected and evaluated for effectiveness. A triangulation of analysis methods was conducted using both visual and statistical analyses for both within- and between-individual differences. According to visual analysis, the intervention showed positive effects for nine out of twelve students, and Tau-U analysis supported these individual effects. Social validity and fidelity ratings indicate good usability among teachers in both countries. These encouraging results suggest that individual CICO support can also be used effectively in SWPBIS schools in European cultural contexts.

Student academic achievement is a key indicator of learning success and is influenced by various internal factors (such as motivation, learning style, and attendance) as well as external factors (such as parental support and learning facilities). This study aims to identify the main factors that determine students academic achievement by implementing a web-based information system using the Apriori algorithm. The study applied a quantitative descriptive approach using data from 300 students of MAN Karo, collected through questionnaires and academic records. The Apriori algorithm was implemented with a minimum support threshold of 0.05 and a minimum confidence threshold of 0.6, producing 1,621 association rules. The results indicate that a combination of internal and external factors is strongly associated with high academic achievement. The strongest association rule shows that students who attend tutoring classes tend to achieve high report card scores (?85) and have complete learning facilities, with a confidence value of 67.6% and a lift ratio of 3.12. Overall, internal factors such as motivation (77.33%) and high attendance (63.67%), along with external factors including parental support, learning facilities, and tutoring participation, significantly contribute to improving students academic performance. These findings demonstrate that the Apriori algorithm can effectively support schools in identifying dominant academic factors and can be used as a basis for data-driven decision making.

Healthy development depends on adequate material and social resources, but measures of these affordances are often limited or absent from psychological research. Conventional measures of socioeconomic status, such as household income or parental education, are difficult for adolescents to accurately report and are distal proxies for the resources that directly impact functioning (e.g., nutrition, safety). As a more proximal measure of environmental affordances, we developed the Adolescent Necessities Index (ANI), a 10-item adolescent-report measure. In Study 1, a prospective longitudinal sample of N = 6057 U.S. adolescents, we demonstrate the ANI's convergent, discriminant, and incremental predictive validity for objectively measured report card grades and subjectively reported well-being, as well as measurement invariance across demographic subgroups (e.g., gender, race, and ethnicity). In Study 2, a cross-sectional study in a nationally representative sample of N = 1859 U.S. adolescents, we replicate evidence of incremental predictive validity, demonstrate consensual validity with a parent-report version of the ANI, and establish national norms. The ANI provides a new tool for efficiently capturing adolescents' access to necessities in the modern U.S.

Since 1993, the Australian Paediatric Surveillance Unit (APSU) has been conducting prospective national surveillance of rare conditions in Australian children, including communicable diseases and complications of communicable diseases. In 2024, fifteen communicable diseases and complications were under APSU surveillance: acute flaccid paralysis (AFP); congenital cytomegalovirus (cCMV) infection; dengue; severe acute hepatitis; neonatal/infant herpes simplex virus (HSV) infection; perinatal exposure to human immunodeficiency virus (HIV); paediatric HIV infection, juvenile-onset recurrent respiratory papillomatosis (JoRRP); severe complications of influenza (Flu); Japanese encephalitis virus infection; paediatric inflammatory multisystem syndrome temporally associated with SARS-CoV-2 (PIMS-TS); Q fever; congenital rubella infection/syndrome; congenital varicella syndrome; and neonatal varicella infection. A total of 1,350 paediatricians and other child health specialists received the monthly APSU report card (97% electronically) in 2024. A total of 237 notifications were received, with 174 confirmed as incident cases after excluding duplicates, errors and prevalent (historic) cases not previously reported. The incident cases included: Flu (n = 34) - one child died and only two children had received influenza vaccination; JoRRP (n = 1); NVI (n = 1); cCMV (n = 26); HSV (n = 8) - neurological sequelae were common; perinatal exposure to HIV (n = 15) - no cases of mother-to-child transmission identified; and rare emerging diseases dengue (n = 4) and PIMS-TS (n = 2). The non-polio AFP rate of ≥1case per 100,000 children aged < 15 years was again achieved. The APSU continues to be an important mechanism for obtaining enriched data on rare communicable diseases and their complications in Australian children, to better understand disease burden, and the effects of health interventions, over time.

The objective of this research is to investigate the influence of Hybrid-Discovery Learning (Hybrid-DL) implementation on students' critical thinking abilities and performance. This study uses field research with a quantitative approach, and the Post-test Only Control-Group Quasi-Experiment method was employed. The study population comprised 54 fifth-grade students from Bayanul Azhar Bendiljati Kulon Sumbergempol Islamic Elementary School, divided into three classes: V-A (16 students), V-B (15 students), and V-C (23 students). Data collection instruments included learning outcome test sheets and critical thinking skills record tests. Data collection techniques used in this study were 1) Observation, researchers conducted observations of the learning process taking place at Bayanul Azhar Bendiljati Kulon Sumbergempol Islamic Elementary School; 2) Interview, researchers conducted interviews with teachers who teach science subjects to see the development of students' critical thinking after applying the Hybrid-Discovery learning model. The obtained data were analysed using a two-way MANOVA analysis, with a significance level of 5%. The research findings show that Hybrid-DL has a significant effect on the achievement of critical thinking skills and learning outcomes. This effect is demonstrated by the improvement in student learning outcomes in the form of learning motivation in the form of increased student enthusiasm for learning as evidenced by increased learning motivation questionnaire scores, and learning achievement as represented by increased student formative assessment scores in the form of report card grades, as well as increased student critical thinking skills as taken from improved critical thinking skills test results.

Quality assurance as a process to maintain and improve the quality of education. It is necessary to understand more deeply how schools develop and implement relevant programs so that quality education is created, especially at the primary school level in the district. The research took place in 8 primary schools spread across 7 sub-districts. This is a qualitative research using in-depth interviews, observation and document analysis. The results showed that, although some schools have succeeded in developing a quality assurance program with the stages of Identify, Reflect and Fix (IRB) with an education report card, there are still significant challenges such as limited facilities and human resources as well as the lack of socio-economic status of the parents of students so that they lack the role to encourage children to learn and be ethical. The commitment of the principal, quality assurance team, and competent teachers, as well as the involvement of parents can improve school quality, as well as the contribution of the Sintang education office with strategies in the form of forming learning communities, emphasizing principals to strengthen evaluation, and encouraging teachers to improve their competence to help the success of quality assurance in Sintang District which is far from the city center.