Girls grow up in a culture of ubiquitous female sexualization, and this culture propagates stereotypes that could interfere with their academic outcomes. The current study examined the academic correlates of these sexualized gender stereotypes (SGS) among early adolescent girls. Girls (N = 99) aged 11 to 14 (Mage = 12.4 years, SD = .57 years) completed a survey assessing their academic performance, attitudes, and beliefs. The survey also assessed the degree to which girls believed that boys and girls should act in accordance with these sexualized gender stereotypes. Results indicated that higher endorsement of sexualized gender stereotypes was associated with lower academic performance, more negative academic attitudes, and less adaptive approaches to learning. Implications for girls’ academic trajectories are discussed.

Research has consistently shown a greater likelihood of negative outcomes later in life for children with early-onset behavior problems. Understanding the educational outcomes for these children is essential information that can help educators and families to provide targeted interventions in an effort to positively impact these at-risk childrens school experiences. The current study used archival data and a causal comparative research design to examine the educational outcomes (academic achievement, suspension rates, retention rates, and dropout rates/failure to complete high school) for children identified as at-risk for early-onset behavior problems in grades 1 through 3 for a cohort of children in a large suburban Florida school district. Educational outcomes for students with early-onset behavior problems were compared to those of a comparison group of students not identified as having behavior problems in early elementary school. Additionally, the outcomes for students with early-onset behavior problems who received special education services and those who did not receive ESE services were compared. Results indicated that children with early-onset behavior problems were more likely to have been retained, suspended, and fail to complete high school when compared to their peers without early-onset behavior problems. They also had a lower high school grade point average. Among these students with early-onset behavior problems, those who received special education and those who did not were equally at risk for these negative educational outcomes.

Thesis (M.S.)--Miami University, Dept. of Kinesiology and Health, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 36-41).

Administrators at the focus school had not determined if participation in a music program has influenced students' academic achievement, thereby ushering doubt about the utility of this program. The purpose of this causal-comparative study was to determine the impact of the music program on students' English language arts (ELA) and math Measure of Academic Progress (MAP) scores. The theoretical foundation for this study was Miendlarzweska and Trost's model of musical training, which indicates the impact of musical training on academic, social, and cognitive outcomes and identifies factors that mediate that impact. Archival data were retrieved on 74 Grade 5-8 students who participated in the program during the 2012-2013 school year and who also participated during the 2011-2012 school year as Grade 4-7 students. Analysis of covariance indicated no significant effect on ELA or math MAP scores for music program participation. Implications for positive social change include providing initial research findings to the local site on the potential academic impact of this music program. Further research with recent data and larger sample sizes were recommended. Additional research at the local level may yield results that can help administrators better support higher levels of student success.

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The purpose of this mixed-methods case study was to examine teachers’ beliefs toward in-grade retention in a K-2 school. This study focused on how teachers acquire beliefs regarding grade retention, and their knowledge of research regarding the effectiveness of retention. Witmer, Hoffman and Nottis (2004) contend that teacher beliefs toward grade retention may not be based on research, but on peer influence, past practice, or administrative policy. Quantitative and qualitative data were collected to examine teacher beliefs in a K- 2 school. Quantitative data were collected through the Teacher Opinion Survey (TOS) and Personal Experiences and Retention Practices (PERP). A total of ten K-2 teachers volunteered to complete the survey instruments. Additionally, six K-2 teachers and the school principal were interviewed to collect qualitative data. Data were analyzed to triangulate the findings. This study concluded that teachers continue to retain students as a remedy for academic failure, contrary to what some researchers like Shepard and Smith (1989), who decried that schools were continuing the practice of retention despite research findings that indicated little or no academic achievement is gained though retention. Findings further indicated that teachers disagreed that retention failed to improve achievement, failed to inspire students to buckle down and behave better, and failed to develop students’ social adjustment and self-concept.

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Background: Research has found that Adverse Childhood Experiences (ACEs) have been shown to lead to a myriad of issues including struggling in school. The more ACEs a child experiences, the worse their outcome tends to be, including school outcomes. However, critics of ACE research have argued that not all ACEs weigh the same and intersectionality needs to be considered. Therefore, this study aims to analyze the relationship between ACEs and school outcome issues. These school outcome variables are analyzed, first with a binary ACE variable, then with ACE scale variable, to test whether more ACEs lead to worse outcomes. And, finally, the ACEs are run separately to test if they each have the same effect. An intersectional lens is used through the use of interaction terms. Method: This study utilized multiple years of the National Survey of Children's Health (N=50,899). Multiple logistic regression was used to predict the odds of ACEs affecting the school success variables. Results: Results show that having at least one ACE and the ACE scale were significantly related to all the school outcomes. Every ACE run individually in unadjusted models was significant, however, when added together into the adjusted model to control for each other, many of the ACEs lost their significance. Parental incarceration remained significant for predicting repeating a grade, material hardship and divorce remained significant for struggling to complete homework, and all three of these ACEs as well as experiencing/witnessing violence led to higher odds of the school calling home. Finally, intersectionality was not statistically significant, but should still be considered when advocating for change.