The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions of higher education. Participants in this study included 134 of the class of 2010 from two early college high schools. The graduates were 86% Hispanic, 8% African American, 3% White, 2% Asian, 1% American Indian and 72% economically disadvantaged. A causal-comparative research design using multiple regression analysis of the data collected revealed that each one unit increase in world history was associated with a .470 (p < .05) increase in college GPA, while each one unit increase in Algebra I was associated with a .202 (p < .05) increase. Therefore, student grades in high school Algebra I and world history were the strongest statistically significant indicators that a student will maintain a 2.5 college GPA during the first year of college. According to the early warning indicators, students who maintain a grade of A or B in Algebra I are 10 times more likely to be college ready while having a 78% chance of maintaining a 2.5 or better in college courses. Further, the findings from this study found no significant relationship between TAKS assessment, socioeconomic status, gender or ethnicity and a student's ability to maintain a 2.5 or higher college GPA. Based on the findings from this study, the author recommends an examination of the high school curriculum with the goal of ensuring that students gain competency in courses that indicate college readiness.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted. / 2031-01-01

This study examines the use of the Test of Written English (TWE), the essay portion of the TOEFL, as an indicator of academic readiness at Portland State University.

The problem of this study was to test and compare the impact of two alternative educational treatments on the rate of success among high-risk students enrolled in the United States History telecourse at Richland College, DCCCD during the Spring Semester of 1980. The purposes of the study were to determine whether 1. The rate of success, that is, the proportion of students completing the course with a grade of "C" or higher, would increase among high-risk students in either experimental group; 2. The rate of success would increase among high-risk students with poor reading skills in either experimental group; 3. The rate of success would increase among high-risk students with poor academic motivation for telecourses in either experimental group; 4. The rate of success would increase among high-risk students when related to the demographic variables used as predictors and collected for the students who were in either experimental group; 5. There would be a difference in the effects of experimental treatment I and experimental treatment II in helping students with poor reading skills to complete the course with a grade of "C" or higher; 6. There would be a difference in the effects of experimental treatment I and experimental treatment II in aiding students with different levels and types of motivation to complete the course with a grade of "C" or higher; 7. There would be a difference in the effects of experimental treatment I and experimental treatment II in helping students with the various demographic characteristics used in the prediction equation to complete the course with a grade of "C" or higher.

No description available.

No description available.

Text in Afrikaans / Die studie het ten doel om 'n moontlike verband tussen lokus van kontrole jeens skoolwerk en depressie by die adolessent te identifiseer. Die literatuurstudie ondersoek lokus van kontrole - as aspek van verantwoordelikheid - en depressie, sowel as die ontwikkeling van die adolessent. Uit die literatuurstudie ontstaan die gevoel dat sodanige verband wel bestaan. 'n Gerieflikheidsteekproef - bestaande uit graad 11 leerders - is vir die navorsing gebruik. Die deelnemers vul 'n biografiese vraelys in, sowel as Afrikaanse weergawes van Crandall se Intellectual Achievement Responsibility Questionnaire en die Beck Depression Inventory. Die resultate van die biografiese vraelys, lokus van kontrole vraelys en depressie opname word individueel uiteengesit voordat daar 'n ondersoek gedoen word na moontlike samevallende verskille of korrelasies tussen lokus van kontrole tellings en depressie tellings. weergegee. Gelyktydige voorkoms word ook as persentasies Geen statisties beduidende korrelasies tussen depressie en lokus van kontrole jeens skoolwerk is gevind nie, wat moontlik toegeskryf kan word aan die aard van die steekproef. Verdere navorsing word aanbeveel. / The aim of the study was the identification of a possible relation between locus of control towards schoolwork and depression in adolescence. Locus of control - as an aspect of responsibility - and depression, as well as the development of the adolescent are examined in a literature study. As a result of this the feeling that a relationship between the named variables do exist is expressed. A convencience sample- consisting of grade 11 learners - is used in the research. The participants complete a biographic questionnaire, as well as Afrikaans translations of Crandall's Intellectual Achievement Responsibility Questionnaire and the Beck Depression Inventory. The result of the biographic questionnaire, the responsibility questionnaire and the depression inventory are reported on their own before an investigation is done regarding possible simultaneous differences or correlations between locus of control values and depression values. Percentages are used for the report of simultaneous values. No statistical meaningful differences or correlations were found, which might be ascribed to the nature of the sample. Further research is recommended. / Psychology of Education / M. Ed. (Voorligting)

Die doel van voorligting is om 'n persoon tot selfaktualisering te lei, of anders gestel, om hom te help om sy volle potensiaal te verwesenlik. Die doel wat ook op 'n leersituasie van toepassing is, word moeilik bereik indien 'n leerling onbewus van of onrealisties oar sy potensiaal is. So 'n leerling sal baat vind by 'n voorligtingsprogram waarin realistiese prestasievlakke bepaal word. 'n Empiriese ondersoek waarby 124 graad 11- leerlinge betrek is, is uitgevoer. Veranderlikes soos intelligensie, aanleg, selfkonsep, motivering, belangstelling (brein voorkeur) en studieorientasie is met betroubare instrumente gemeet en deur middel van regressie-analises gekombineer ten einde variansie in prestasie te verklaar. Regressievergelykings is opgestel waarmee realistiese punte in die vernaamste vakke bepaal kan word. / The aim of guidance is to lead a person to self-actualisation or stated differently, to help him to develop his full potential. This aim, which is also applicable to a learning situation, is difficult to attain if a pupil is unaware of, or unrealistic about his potential. Such a pupil will benefit from a guidance programme in which realistic achievement levels are determined. An empirical investigation which involved 124 grade 11 pupils was carried out. Variables such as intelligence, aptitude, self­ concept, motivation, interest (brain preference) and study orientation were measured with reliable instruments, and by means of regression analyses combinations were found to explain the variance in achievement. Regression equations were formulated with which realistic scores could be determined in the most important subjects. / Psychology of Education / M. Ed. (Voorligting)

The problem that guided this study was a socio-constructivist view of education via online learning. Based in the extant literature, a deficiency existed that directly correlated online learning closing the academic achievement gap between student populations. In other words, schools invested in technology; however, few empirical data sets existed that established a connection between technology integration and the academic achievement of different student groups. The purpose of this pooled regression analysis study was to determine whether the method of class instruction effected academic achievement gaps between three subpopulations based on gender, race, and SES. Specifically, this study examined whether gender, race, and SES could predict semester grades within and across traditional, blended, and online course instructional methods. The dependent variable for this study was student success in the form of an end-of-unit test grade designed to evaluate student understanding of the curriculum. The independent variables included student gender, ethnicity, and SES. Quantitative data were collected through an analysis of Public Education Information Management System (PEIMS) data and student end-of-unit exam grades. The research suggests one combined interaction, [gender x race] in the traditional learning environment, is statistically significant while several independent interactions are significant. Those independent interactions are TAKS scores, gender, and Socio-economic status. According to the trends in this research, no significant differences exists in academic achievement between African American males and White males enrolled in traditional, blended or online classes. This non-significance is important. As suggested, when all other external factors, in this research, are held constant and the academic playing field is level, male students perform equally within the classroom, also, because no significant differences exists in academic achievement, the quality of instruction from well-trained, highly qualified educators can be an integral factor in closing the achievement gap between African American, low-SES male students.

The problem herein undertaken is to compare the educational growth and personal characteristics of children from broken homes with those of children from normal homes. Plans were made to carry out the study described herein. If the broken home had any effect, could it be determined and measured in such a manner as to draw reasonable conclusions? An investigation was made to determine the effect, if any, which the broken home was having on the children in the school.