This thesis is an introductory unit to the computational sciences for the high school level. This unit will attempt to give the reader an idea of what the computational sciences consist. It will attempt to explain, through examples of early algorithms and later advancements, how and why algorithmic improvements are developed. Because of its focus toward math teachers and students, the algorithms included will be primarily mathematical in nature, but will include applications in other areas of science and industry. The algorithms included involve solving systems of linear equations, finding solutions to nonlinear equations, linear regression and linear programming. We also attempted to give some background on computer numbers and error. The goal is for the reader to come away with the knowledge of what is computational science, why is it necessary, and why is it difficult. In the end, it is hoped that as teachers become better informed in the area of computational science, more students will be encouraged to enter the field of research in mathematics. It is also hoped that teachers will be better prepared to answer questions from the students as to applications and "When am I ever going to use this."

This investigation attempts to create an environment that will foster the notion that the creation of an object is not merely a physical act but a mental journey. As architects, we are aware of the lack of separation between learning and making. Yet mainstream American education has long adhered to a practice of division of study and separation of disciplines. The result has been less than satisfactory. The building strives to mimic the journey from the unknown to the known and thus parallel the educational process. The method of exploration has been the construction of large scale models of technology. The design process has not taken the traditional form of architectural exploration of plan, elevation and section. Rather, the construction process has served as design process, and by questioning and examining the way objects are made and joined the building as a whole has been generated.

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<p>The study set out to determine the effects of Career Technical Education Career Academy participation on student outcome measures in a high minority urban school district. Three research questions explored student participation in career academies and student outcomes in the area of grade point average, credit completion and/or attendance rates. The three research questions investigated in this study were: 1) What are the effects of CTE on student achievement, grade point average, credit completion, and attendance rates? 2) Does the amount of time in the CTE program affect the dependent variables of grade point average, credit completion, and attendance rate? 3) Does the CTE academy affect the dependent variables of grade point average, credit completion, and attendance rates? The quasi-experimental design, which matched Career Technical Education participants and non-participants according to various demographic variables, allowed the researcher to control for variables that usually impact grade point average, credit completion and attendance rates. The matching and labeling of CTE participants and non-participants occurred prior to students' participation in an academy. The results of this study adds to a relatively small body of research which examines the impact of Career Technical Education programs implemented in thousands of high schools across the country. Multiple regression was run and results concluded that participation in Career Technical Education significantly impacts grade point average and credit completion rates. However the amount of time in an academy only affected grade point average and the academy students participated in did not have an impact any of the student outcomes measured in this study. Further studies of similar design which measure student outcomes should be performed to confirm or deny the results of this study. </p>

<p> Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model. </p><p> The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall. </p><p> With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.</p>

<p> The purpose of this study was to compare three groups: JROTC students, student athletes, and other students, to determine if there were differences in academic achievement. Gaining an understanding of the necessary skills required to become academically successful and make healthy life choices, could provide educators working within an urban environment insight for student success. </p><p> The study was conducted within a Midwest urban high school in which, 98.5% of the students were African American. Student performance data in the areas of reading and math for the past three years had been trending downward and caused the high school to be placed in a negative performance status. To investigate the possible difference between 11th-grade students in terms of academic achievement and perceptions of leadership skills and citizenship traits, the researcher utilized a mixed methodology design. Participants with similar GPAs were identified from the total 11th-grade population and 30 student participants from each of the three student groups were randomly selected. A comparison of the Prairie State Achievement Examination (PSAE) and ACT assessment results, in addition to self-perceptions of leadership and citizenship traits through a Likert-scale survey were examined. Questionnaires were given to a random sample of 10 participants from each of the three student groups to gain a deeper understanding of the perceptions and attitudes of the participants. An ANOVA and z-test for difference in means was conducted, as necessary, on each of the three PSAE assessment areas. The open-ended questionnaires were coded and analyzed to uncover categories and themes, which provided further insight into student self-perceptions of their leadership and citizenship skills. </p><p> The results of this study did not support a significant difference in academic achievement using standardized assessments measured by the PSAE, between 11th-grade JROTC students, student athletes, and other students. The statistical analysis for the Leadership Skills Inventory and the Citizenship Scale, resulted in a lack of support by data for a significant difference in student perceptions of their leadership Skills, defined and measured by the Leadership Skills Inventory, and the Citizenship Scale, between the three groups of 11th-grade students.</p>

<p> The continual decline in health and wellness and the potential impact on society, including the economic, social, physical, and emotional perspectives is a concern for health professionals. Specifically, there are concerns about the lifestyle habits as individuals' transition through the lifespan from childhood to late adulthood. The purpose of this study is to analyze the effect of high school varsity athletic participation on physical activity and wellness in the adult life stages: young, middle, and late. The researcher hypothesized that individuals that participated in high school varsity athletics would report higher levels of physical activity and higher wellness scores (social, physical, and emotional) in the adult life stages than individuals that did not participate in high school varsity athletics. </p><p> The researcher recruited, through electronic e-mail, 564 college alumni (69.1% female) to participate in the exploratory study. Participants completed the Godin Leisure-time Exercise Questionnaire and the Perceived Wellness Survey. Participants were then grouped by past high school athletic participation status (59.2% varsity athletes) and by adult life stage. </p><p> An ANOVA indicated significant differences between groups in all areas. Athletes in young adulthood showed the greatest differences in strenuous physical activity (p&lt;.001) when compared to non-athletes. Athletes in late adulthood showed the greatest differences in moderate physical activity (p&lt;.01) when compared to non-athletes. Non-athletes in young adulthood showed the greatest negative differences in emotional wellness (p&lt;.05) when compared to all groups. Additionally, the greatest differences in total wellness was between athletes (p&lt;.001) and non-athletes in young adulthood. Finally, athletes in young adulthood reported the greatest differences in total physical activity (p&lt;.05), physical wellness (p&lt;.05), and social wellness (p&lt;.05) when compared to other groups. </p><p> The findings from the study provide strong evidence that high school varsity participation can help individuals develop healthy habits that are carried into adulthood. The study provides a strong foundation for future research in physical activity, wellness, and sport behavior. In conclusion, school administrators and health professionals should consider providing more opportunities for more adolescents to participate in structured athletic programs to develop healthy habits that become lifelong behaviors.</p>

<p> Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model. </p><p> The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall. </p><p> With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.</p>

<p> This mixed-method research examines student achievement, student interaction and social elements to determine which elements support online course completion for students in a state virtual school. The quantitative goals seek to find a possible degree of convergence with the course completion average grade. Qualitative data from 10 high school students, their teachers, and quantitative data from their courses were gathered. Quantitative data from the learning management system (LMS) was reproduced, scrubbed of unwanted data, such as dropped students. Mixed method constant comparison was performed to determine a descriptive analysis of three variables: student achievement, student interaction, and social elements. Using the data gathered from the qualitative interviews, a yes or no was assigned to the students for behavioral, cognitive, and social skills. Using descriptive statistics, the skills were compared to the students' course grades. The results revealed a strong pattern match of data for Research Question 1. This data was indicative of the need for behavioral, cognitive, and social skills to complete an online course. Quantitative and teacher data were grouped by themes: asynchronous, administrative, and assessments; synchronous added for teacher data. A constant comparison of data correspondence was performed between the student course average grade, the access data, LMS theme data, and the course average final grade. The investigation of Research Question 2 indicated that the LMS's reporting module can determine interactions to support online course completion by providing average grade analysis along with access analysis and tool usage analysis.</p>

<p> The purpose of the study was to examine the relationship between high school graduation rates and emancipation outcomes. Secondary data from the California Child Welfare Indicators Project (CCWIP) database was used to develop a quantitative study on related variables. Findings indicate that there was a significant relationship between high school completion and independent living program completion rates. The study also discovered that there was a significant relationship between high school completion and housing obtainment rates. Further, this study verified that there was a significant relationship between high school completion and permanency connection rates. The study can be helpful for those providing services to emancipated youth. </p>