School Rankings Research Articles

Pratiques de gestion rapportées par des directions d’écoles en région non-métropolitaine : portrait descriptif et exploratoire

The transition from elementary to secondary school involves choosing from a growing selection of specialized programs. Traditionally, there is a ranking of secondary schools in Quebec based almost exclusively on student achievement. However, other indicators would make it possible to target the best environment for the child, particularly the offer of programs and services. Drawing from interviews with nine school principals, this article documents a variety of indicators that qualify the portrait of secondary schools in Quebec. The results of the thematic analysis revealed a wide variety of management practices, sometimes contrary to popular beliefs, which highlights the importance of considering all the indicators that accurately describe schools.

Measuring Quality in Legal Education: Examining the Relationship Between Law School Rank and Student Engagement

Measuring Quality in Legal Education: Examining the Relationship Between Law School Rank and Student Engagement

The Effects of Double-Attendance Zones and School Rankings on Housing Prices: Case of Nanjing, China

Abstract Although numerous studies have examined the association between quality schools and the housing market, there remains a dearth of research aimed at addressing the capitalization effects of...

Analysis of Current Orthopedic Surgery Residents and Their Prior Medical Education: Does Medical School Ranking Matter in Orthopedic Surgery Match?

The purpose of this study was to determine the strength of the association between medical school ranking and orthopedic surgery residency ranking using the current cohort of orthopedic surgery residents. We obtained a list of accredited programs from Doximity for orthopedic surgery residency programs and U.S. News & World Report for medical schools. Each orthopedic surgery residency program webpage was evaluated for the presence of an orthopedic surgery residency roster. For each resident, the medical school attended, allopathic or osteopathic degree, and year of post-graduate training was recorded. Orthopedic surgery residency programs and medical schools were assigned to one of four tiers for each based on their respective ranking. Descriptive statistics, Chi squared tests and Pearson residuals were used to analyze the association of orthopedic surgery residency tier and medical school tier. Post-hoc pairwise comparisons were performed utilizing the Bonferroni correction to account for 16 tests, correcting the significance level to p = 0.003. 187 orthopedic surgery residency program webpages. 4123 orthopedic surgery residents. There was a significant association between medical school tier and orthopedic surgery residency tier (X2 [9] = 1214.78, p < 0.001). The post-hoc residual values were statistically significant for 75% (12/16) of tests performed. The majority of Tier 1 orthopedic surgery residents 50.5% (800/1585) attended a Tier 1 medical school. The strongest positive association exists between Tier 1 medical students attending Tier 1 residencies (residual = 23.978, p< 0.001). The strongest negative association with Tier 4 residencies was with Tier 1 medical schools (residual= -15.656, p< 0.001). Medical school ranking is an important consideration for prospective orthopedic surgery applicants and may become more important with less objective measures of academic performance such as United States Medical Licensing Examination Step 1. Observational.

Good schools or good students? The importance of selectivity for school rankings

ABSTRACT This paper uses a rich set of student background characteristics to estimate the value added of second-level schools in Ireland. We show that there is a considerable degree of reranking of schools when we move from analysing raw outcomes to value added; in many cases the best performing schools in raw terms are not the best in value-added terms. We show that, contrary to popular perception, fee-paying schools do not add higher value than other schools. A simulation exercise suggests that if parents chose the best value-added school from among the set of feasible schools, then this reallocation of students has the potential to increase academic achievement substantially.

Mathematical Readiness of Freshmen Engineering Students (K-12 2020 Graduates) in Eastern Visayas in the Philippines

Abstract: This study assessed the mathematical and analytical readiness of the incoming first-year college engineering students (K-12 2020 graduates) in Eastern Visayas in the Philippines. First-year engineering students (n=177) participated in the College Math Readiness Test (CMRT), a questionnaire on mathematics subjects that covered Precalculus, Analytical Geometry, Series and Mathematical Induction, Trigonometry, and Basic Calculus: Limits and Continuity, Derivatives, and Integration. The findings indicate that 43% of the respondents were mathematically-college-ready (MCR) and 57% were not-mathematically-college-ready (NMCR). Regarding the NMCR, 39% fared fairly and 18% fared poorly in the CMRT. This suggests that remedial support for mathematics for this group may be required for them to be college-ready for an engineering course. The respondents had the lowest correct mean score for the Integration subjects: Evaluating Differential Equations (15%), Evaluating Definite Integrals (16%), and Solving Area Between Curves (19%). The results of the ranking of the Senior High Schools (SHS) showed that 13 SHS with at least 2 takers and 24 SHS with single takers need to improve their quality of teaching to enhance the mathematical competence of their graduates. The findings of this study were used to identify remediation areas and recommendations to improve the students' college mathematical and analytical readiness. &#x0D; &#x0D; Keywords: K-12, college-math-readiness, engineering students, Philippines

Can Accountability Be Inviting?

The purpose of this study was to assess administrators’ professionally and personallyinviting behaviors and examine whether administrators’ reported behaviorswere correlated with school rankings, job satisfaction, school climate, ortime spent on instructional leadership. Overall, both principals and assistantprincipals reported engaging in high levels of professionally and personallyinviting behaviors. This suggests that, with respect to inviting leadership behaviors,administrators believe that they have adjusted to the demands of Florida’stest-based accountability system and are able to be inviting leaders.

Institution Origin and Medical School Rank Impact the Citation Frequency and Publication Rate in Orthopaedic Sports Medicine Journals

PurposeTo examine the trends between various categories of institutions with their respective published orthopaedic sports medicine content and to determine the publication output and citation rate from the 25 highest-ranked medical schools compared with lower-ranked institutions.MethodsPublications between 2015 and 2019 from the American Journal of Sports Medicine, Journal of Bone and Joint Surgery, Journal of Shoulder and Elbow Surgery, Clinical Orthopaedics and Related Research, and Arthroscopy were categorized into university/university affiliated hospitals, non-university affiliated teaching hospitals, public/semi-government research institutes, nonprofit research institutes, private sector institutions, government institutions, and other institutions. Citation rates were collected from PubMed for the first and corresponding author. Similarly, corresponding authors were stratified by U.S. News and World Report 2021 medical school research rankings.ResultsOf the 12,152 publications identified, 5,044 publications met the inclusion criteria. Nonprofit research institutions garnered the greatest number of citations on average (6.44 based on first author, SD 8.83, n = 214; 6.62 based on corresponding author, SD 9.65, n = 208; P < .001), while university/university-affiliated hospitals produced the majority of published articles (77.0% based on first author, 76.8% based on corresponding author), but had lower average citation rates (4.48 based on first author, SD 6.67, n = 3,886; 4.44 based on corresponding author, SD 6.55, n = 3,873; P < .001). Furthermore, of 1953 medical school publications, the top 25 accounted for 53.1% of publications; however, there was no statistical difference between their citation rates and those of lower rankings (P = 0.47).ConclusionsPublications are cited at different rates, depending on their institution of origin. In addition, high-ranking medical schools produce a disproportionately greater output of publications than lower-ranking schools, but there is no statistically significant difference in citation rates on an individual publication basis.Clinical RelevanceKnowing how an institution’s ranking influences publication and citation rates can help us understand bias in the scientific literature.

The role of an equity policy in the reproduction of social inequalities: High School Ranking and university admissions in Chile

The High School (HS) Ranking is an equity policy aimed at increasing the enrolment of students from underprivileged contexts in selective higher education institutions in Chile. However, HS Ranking is considered as an admission criterion for all applicants, regardless of their contextual characteristics. In this study, we delve into how students from different high school settings interpret and deploy actions to increase their HS Ranking score. Through a Structural Equation Model with validated survey data (9 schools, N = 1.831), our results show that the role of the schools’ context in the deployment of academic strategies to increase HS Ranking score is significant, even after controlling for academic individual motivation. In a scenario of a highly segregated secondary system these results are relevant for the discussion of the role of HS Ranking – an equity-oriented admission policy – in maintaining the higher education inequalities.

Characteristics of First-Year Residents in Top-Ranked United States Ophthalmology Residency Programs.

Objective The aim of the study is to investigate the characteristics of first-year residents associated with attending a top-ranked United States (U.S.) ophthalmology residency program over the past decade. Methods First-year ophthalmology residents in 2009, 2013, 2016, and 2019 were identified from institutional websites, Doximity, LinkedIn and the Wayback Machine. Publications were obtained from Scopus and Google Scholar; research productivity was measured using the h -index, and medical school region based on U.S. Census Bureau designations. Medical school and ophthalmology training program rankings were based on U.S. News & World Report (U.S. News) rankings and National Institutes of Health (NIH) funding. One-way ANOVA, Wilcoxon rank sum, χ 2 , and t -tests were used to analyze trends, and odds ratios (ORs) were calculated using logistic regression. Results Data were obtained on 81% (1,496/1,850) of the residents; 43% were female; 5% were international medical graduates (IMGs); and 10% had other graduate degrees. Over the decade, the mean h -index increased (0.87-1.26; p <0.05) and the proportion of residents who attended a top 20 medical school decreased (28-18%; p <0.05). In a multivariate logistic regression model, characteristics associated with being a first-year resident in a top 20 program ranked by U.S. News were female gender [OR: 1.32, 95% CI: 1.02-1.72], having a Master's degree [OR: 2.28, 95% CI: 1.29-4.01] or PhD [OR: 2.23, 95% CI: 1.32-3.79], attending a top 20 [OR: 5.26, 95% CI: 3.66-7.55] or a top 40 medical school by NIH funding [OR: 2.45, 95% CI: 1.70-3.54], attending a medical school with a mean USMLE Step 2 score above 243 [OR: 1.64, 95% CI: 1.01-2.67] or located in the Northeast [OR: 2.00, 95% CI: 1.38-2.89] and having an h -index of one or more [OR: 1.92, 95% CI: 1.47-2.51]. Except for gender, these characteristics were also significantly associated with matching to a top 20 ophthalmology program by NIH funding. Conclusion Female gender, graduate degrees, research productivity, and attending a medical school with high research productivity, high mean USMLE Step 2 score or in the Northeast were key characteristics of first-year residents in top-ranked U.S. ophthalmology residency programs.

Howard Law School, Race, and Peer Rankings: The Increasing Correlation Between Racial Salience and Preferential Rankings

Howard Law School, Race, and Peer Rankings: The Increasing Correlation Between Racial Salience and Preferential Rankings

Equality at the Starting Line? A Study of Gender- and Race-Related Differences at Law Graduates’ Labor Market Entry

The aim of this study is to examine the critical transition from law school to the labor market in order to better understand the pervasive gender- and race-related social and economic inequalities in the United States. Law school graduates are the focus because their profession is a typical demonstration of the prolonged impact of initial employment on individuals’ long-term professional and economic status. In this study, data from a national longitudinal survey are used to investigate how the number of job offers law school graduates received from private and public employers is related to individuals’ social, cultural, human and economic capitals, and how job offers as an outcome of educational investment influence their income after controlling for other income-generating factors. The results indicated that women and minorities received significantly lower numbers of job offers from private employers than their counterparts after controlling for factors such as law school ranking and finance of education. In addition, the number of job offers from private employers had a strong positive impact on the annual income two years after graduation for both males and females. The significant gender- and race-related differences are a clear indication of hiring practices that systematically reinforce professional and economic inequalities in the legal profession.

The Expansion of High School Students&apos; Participation in Extracurricular Activities and the Transformation of Learning Behavior: An Analysis of Surveys Conducted in 1990 and 2006, Focusing on High School Rank and Social Strata

The Expansion of High School Students&apos; Participation in Extracurricular Activities and the Transformation of Learning Behavior: An Analysis of Surveys Conducted in 1990 and 2006, Focusing on High School Rank and Social Strata

Assessing equal rights in obtaining urban public primary school services with case studies of Hangzhou in China

Obtaining equal urban public services is essential to social fairness. This paper presents and assesses the equal distribution of urban public service facilities in China by examining 177 public primary schools in downtown Hangzhou. First, we collect data on the spatial distribution, population access to services, and student enrolments from the case schools. Second, we build spatial and social equity models to assess the rate of present facilities' equity. This paper assesses spatial equity with factors such as school ranking, enrolments per thousand residents, and home-to-school distance by using the index's scoring method. The Lorenz curve and Gini coefficient were used for social equity evaluation, in which household registration, housing, and the number of school-age children per family reflect the education demand features, and the enrolments present the supply-side features. The findings show that the spatial distribution of the public primary schools in Hangzhou varies significantly from the centre to the periphery. In other words, accessibility decreases from the centre to the periphery direction. In terms of social equity, most citizens have access to low-quality education resources, while only a few citizens can enjoy high-quality education. Equal access to public primary schools faced three problems. First, there was insufficient investment by the local government, particularly in compulsory education. Second, there are variations in education investment among different administrative units in a district and historical inertia. For the sake of a fair distribution of public primary school services, it is essential to increase investment in compulsory education, upscale the enrolment of primary and middle schools, and boost teachers' competencies. Furthermore, to improve social equity, faculty exchange programs between non-key schools and top key schools should be launched.

Exploring status of library management technical aspects in Indian schools

PurposeSchool library is regarded as the heart and soul of the school. It acts as learning resource centre and support the school curriculum in all possible manners. The main aim of this paper is to document the factors associated with library management in selected school libraries in Varanasi, India.Design/methodology/approachSurvey method is used to conduct this research in which close-ended questions were provided to the school librarians. Simple random sampling was used to collect samples from secondary schools of Varanasi.FindingsIt was found that 34% school libraries affiliated to Central Board of Secondary Education are managed properly and they are termed as first class library. Rest of the schools are not managed as per rules and regulations of school librarianship. Some librarians themselves are not properly aware of the significance of the library and hence the management is suffered accordingly.Practical implicationsThis research will help in exploring the existing status of library management in school libraries. The work is designed specifically for school libraries. Simple ranking system for school libraries will be helpful to make an exhaustive school ranking based on library management.Originality/valueThis research will bring on record the ground reality of school librarianship in India and the way they are managed. Simple ranking system for school library is given in this paper that will help to find out which school library is functioning properly or not.

Change as technology in a Swedish secondary high school

ABSTRACT This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.

The 2021 Neurosurgery Match: An Analysis of the Impact of Virtual Interviewing and Other COVID-19–Related Changes

BackgroundGiven the safety concerns during the COVID-19 (coronavirus disease 2019) pandemic, residency programs suspended away rotations in 2021, and the interview process was transitioned to a virtual video format. In the present study, we assessed the extent to which these changes had affected match outcomes and whether medical school ranking, international graduate status, or affiliation with a home neurosurgery program had affected these outcomes.MethodsA cross-sectional analysis of neurosurgery match data from 2016 to 2021 was performed, and the match outcomes were assessed by matched program geography and program research ranking. χ2 tests were performed to identify significant differences between the 2021 and 2016–2020 match results.ResultsA total of 1324 confirmed matched neurosurgery residents were identified from 2016 to 2021 (2016–2020, n = 1113; 2021, n = 211). No statistically significant differences were found in the rates of matching at a home program, within state, or within region between 2021 and 2016–2020 in the overall cohort. The proportions of international graduates and students without home programs among the matched applicants were unchanged in 2021. In 2021, students from the top 25 medical schools were less likely to match within their state or region (P < 0.05).ConclusionsOur findings might reflect enhanced weighting given by programs to applicants from top medical schools in the absence of data from in-person rotations and interviews. These findings, coupled with the potential benefits of an increasingly virtual application process in improving equity and diversity among candidates from underrepresented communities, should be considered when determining permanent modifications to future residency application cycles.

Анализ динамики состояния здоровья детей и подростков по результатам диспансерных осмотров

The article deals with the issues of health in children and adolescents aged 7–17 years. The objective of this study is to analyze health experience in school-age children and adolescents based on regular medical check-up results. According to regular medical check-up results, 15,192 schoolchildren were examined in 2015, including 12,649 children aged 7–14 years and 2,543 children aged 15–17 years. In 2020, health of 18,708 schoolchildren was assessed, including 14,861 children aged 7 to14 years and 3,847 children aged 15 to 17 years. The authors analyze dynamics of distribution of children into health groups, and age-related incidence of school- related diseases. In children and adolescents of different age, eye disorders occupy first place in the rank of prevalent school- related diseases; the events are followed by musculoskeletal diseases, nervous and GIT diseases, progressing with age, including scoliosis. Percentage of healthy children without the signs of a school- related abnormality at school is reducing. In the majority of cases, pathological abnormalities are found in 15–17-year-old adolescents.

Dancing in the storm: finessing emergency remote teaching in the COVID-19 pandemic

Case overview The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case. Expected learning outcomes The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management. Complexity academic level The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

Corporate Social Responsibility in Educational Programme among Malaysian Primary Schools: Perspectives from Corporate Companies in Malaysia

This study was conducted to acquire the corporate companies’ perspectives on educational programmes under their Corporate Social Responsibility (CSR) initiatives. It was found out that very little research on educational programmes conducted under CSR initiatives. The aims of the study; therefore, to identify the goals of CSR educational programmes initiatives in rural primary school, to highlight the impact of CSR educational programmes initiatives to the pupils and rural primary school from corporate perspectives; and; to highlight corporate companies’ suggestions in reaching out to more rural schools. Qualitative research method was chose by interviewing five corporate companies which were purposively selected. This exploratory study was analysed based on themes that emerged such as educational programmes goals, impact on pupils, impact on rural primary schools and concern from corporate companies. Findings revealed that the main educational programmes goal is to improve the educational achievement in school. This is by having motivational and team building programmes, educational support programmes, environmental programmes for pupils; training and development for teachers; and motivational talks for parents. Corporate companies stated that participated pupils in CSR educational programmes, have made teachers, school and their parents proud. It was due to improvements among participated pupils by achieving good and better grades in academics and gained self-confidence. Thus, schools were contented that the school ranking has improved. Corporate companies did express their concern on the sustainability of the programme once the educational programme ended. This study concluded that educational programmes under CSR initiatives have given good impact to pupils and schools but, there was no presence of educational programme sustainability in a long-term towards both pupils and school.