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1.
Ensuring postsecondary readiness is a goal of K‐12 education, but it is unclear whether high school students should get different messages about the required levels of academic preparation depending on their postsecondary trajectories. This study estimated readiness benchmark scores on a college admissions test predictive of earning good grades in majors associated with middle‐skills occupations at 2‐year postsecondary institutions. Results generally indicated similarity between those scores, the corresponding scores for students preparing for high‐skills jobs requiring a bachelor's degree, and established readiness benchmarks for the general college‐going population. Subsequent analyses revealed small variation between readiness benchmarks for different college majors. Overall, results suggest that high school graduates need a strong academic foundation regardless of the postsecondary path they choose.  相似文献   

2.
This study sought to assess the role of ethnicity in both initial choice of, and persistence in, science majors. Standardized test scores, high school records, initial concentration preference, college grades, and final majors of all the white, Asian, black, and Hispanic students who enrolled in 1988 at four highly selective institutions provided the database. Despite relative deficits in scores on measures of preparation and developed ability, blacks entered college with a strong interest in majoring in science. Black students interested in science also suffered the highest attrition from it; Asians were lowest, with whites and Hispanics near the average attrition of 40%. Ethnicity did not add significantly to ability and achievement variables in predicting attrition from science. The results are discussed in terms of two main issues: first, the effect of different standards of selection for the various groups on their success in science curricula; and second, the relevance of various well-known intervention strategies to the problems of minority attrition in science in highly selective institutions.  相似文献   

3.
ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献   

4.

Underrepresentation of women of color in science majors and careers continues to be a concern for many science educators. Despite being the fastest growing population of college students, women of color have made insufficient gains in college science degree attainment. Sixteen women of color who were undergraduates majoring in a science field participated in three-part, in-depth interviews. Prominent factors associated with persistence as a science major included academic preparation for college science, faculty support, important school science experiences, family support, science support programs, altruistic beliefs, and the importance of religion. This study examined the data using current persistence theories as well as exploring the role of cultural and social capital as sources for support and motivation.

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5.
The purpose of this study was to examine whether science and non‐science major students have different scientific epistemological views (SEVs). A multidimensional instrument previously developed by the authors was used to assess differences in college students’ SEV of various aspects. A total of 220 freshmen (42% science and 58% non‐science majors) attending two public universities participated in this investigation. Results indicated that the science majors have less sophisticated beliefs in the theory‐laden and cultural‐dependent aspects of science than non‐science majors. Analysis of variance results further revealed significant differences in SEV dimensions among the three major fields: non‐science, pure science, and science education. Science education students gained the lowest scores on the entire scale among the groups. Findings of this study imply that science major (including science education) students might be involved longer in such an epistemic environment that described scientific knowledge as objective and universal. It is also possible that beliefs about certainty and objectivity lead these students to select science as their major field. Implications for future research and science teacher education are discussed.  相似文献   

6.
Underrepresentation of women of color in science majors and careers continues to be a concern for many science educators. Despite being the fastest growing population of college students, women of color have made insufficient gains in college science degree attainment. Sixteen women of color who were undergraduates majoring in a science field participated in three-part, in-depth interviews. Prominent factors associated with persistence as a science major included academic preparation for college science, faculty support, important school science experiences, family support, science support programs, altruistic beliefs, and the importance of religion. This study examined the data using current persistence theories as well as exploring the role of cultural and social capital as sources for support and motivation.  相似文献   

7.

A four‐year follow‐up study comparing gifted achievers and underachievers examined college attendance, academic performance, involvement in campus activities, type of institution attended, number of declared majors, career direction, and satisfaction with life developments since high school. All achievers attended college, were more sure of career direction, completed more years of college, and were more involved in campus activities than were underachievers, but did not report more satisfaction. Of the 87% underachievers who attended college, 52% had attended for four years and 41% had performed better academically in college than they had in high school. Qualitative analysis of narrative responses concerning adjustment found themes related to developmental, academic, and other concerns.  相似文献   

8.
The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4‐year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college‐level academic work while in high school, and potentially receive college credit by earning qualifying scores on the corresponding AP exam. Therefore, college preparation and planning is an implicit and explicit part of AP participation. Analyzing a national sample of over 1.5 million students, the current study found that AP participation was related to college enrollment, even after controlling for student demographic and ability characteristics and high school level predictors. For example, the odds of attending a 4‐year postsecondary institution increased by at least 171% for all three AP participation groups (taking either one AP exam, two or three AP exams, or four or more AP exams) as compared to students who took no AP exams. Given the current political environment and the renewed interest in readying high school students for college, these results may help inform and shape educational initiatives targeted at the school, district, state, or even national level.  相似文献   

9.

Project Ga‐GEMS (Georgia's Project for Gifted Education in Math and Science) viewed the effect that placement in an integrated, hands‐on mathematics and science curriculum had on the achievement of academically talented high school students. For a two‐year period of time, students gifted in the areas of mathematics and science participated in a curriculum which incorporated higher‐level thinking skills and more real life laboratory experiences into mutually reinforcing mathematics and science lessons. After the conclusion of the two‐year program, Ga‐GEMS participants and a control group were given the mathematics and science sections of the ACT as they exited the tenth grade. The Ga‐GEMS students scored significantly higher on the Science Math Total, Pre‐Algebra/Elementary Algebra, Intermediate Algebra/Coordinate Geometry and Plane Geometry/Trigonometry sections of the ACT. To determine if the Ga‐GEMS students retained their higher scores throughout high school the SAT scores of both groups were compared as the students exited high school. Significant differences in the areas of total score and mathematics were noted. This study lends support for the use of a differentiated curriculum for educating gifted students in science and mathematics.  相似文献   

10.
In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from ～50 to 99 in Equivalent National Tertiary Entrance Rank (ENTER) scores. Under the previous structure, students in different courses completed a variety of different subjects at first year. Concern about the ability of such disparate groups to complete a common first year led to the current investigation of the relationships between year 12 (final year of secondary school) science subjects and performance in first year university bioscience subjects. Year 12 results for all science‐related units and ENTER scores were obtained for all Victorian students enrolling in a first year course in the Faculty of Health Sciences in 2005 and 2006. Regression and other analyses were conducted for five first year bioscience subjects. The ENTER score was the best predictor of academic performance in all units except regional anatomy. Performance in many secondary school science subjects was highly predictive of performance in physiology, combined systematic physiology and anatomy and biomechanics units, but again not for regional anatomy units. It appears that year 12 performance in science subjects and ENTER scores may be important predictors of success in physiology, but not regional anatomy subjects at university. It is possible that regional anatomy is an entirely new subject area that requires new types of learning unrelated to year 12 science subjects. Anat Sci Ed 2:113‐118, 2009. © 2009 American Association of Anatomists.  相似文献   

11.
The purpose of this study is to assess postsecondary students' beliefs about the nature of knowledge and learning, or epistemological beliefs. Comparisons were made between junior college students and university students and between technological science majors and social science majors on their degree of belief in simple knowledge, certain knowledge, innate ability, and quick learning. Junior college students were more likely to believe in simple, certain knowledge, and quick learning. University students were more likely to believe in innate ability. Technological science majors were more likely to believe in quick learning. Background variables, such as age, gender, and parental education, also contributed to differences between groups. Two-year institutions, as well as four-year institutions, might want to consider students' epistemological beliefs as possible factors affecting academic performance, attrition rate, and transfer difficulties.  相似文献   

12.
We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross‐classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college.  相似文献   

13.
学习适应性本质上是一种生活适应能力,是影响学生学业成就和心理健康发展的重要因素。本研究采用问卷调查法对广西612名师专生的学习适应性状况进行调查,结果表明:师专生学习适应性总体得分偏低。不同性别、年级、专业师专生的学习适应性水平存在显著差异。女生的学习适应性优于男生;在学习态度和管理模式的适应性方面,大三学生不及低年级学生,在学习能力适应性方面,大一学生不及高年级学生;理科生学习适应性水平高于术科生和文科生。不同生源地师专生的学习适应性没有显著差异。高校需要结合师专生的学习适应性发展特点,开展有针对性地适应性教育。  相似文献   

14.
家长是高考改革重要的利益相关者，其对选科的认识及意向是学生选科的重要影响因素。调查显示：家长对孩子在校课程学习和高考选科关注度较高，但对相关政策的了解有待深入；家长与孩子的选科意向及意向学科组合总体趋势较为一致；家长对孩子大学专业报考的初步意向集中在教育学、经济学、理学、医学等专业上，较为尊重孩子的选科及专业报考意向，赞同根据兴趣、能力、成绩及大学招生要求进行综合选择。根据家长对高考高度关注但实际了解程度偏低、新高考赋予更多选择权但家长的选择取向相对集中、家长和学生选择意向的趋利性特点突出、家校社协同机制有待形成等实际，还需进一步推动高考制度设计在试点中持续优化，发挥高校在招生和育人中的导向作用，推进高中学校育人方式改革，构建家校社协同机制以增进社会理解，从而加强对家长和学生选科选考的指导。  相似文献   

15.
This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option “I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some items up to 67% of the males responded that they did not understand the question. Females in science choosing this option did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States and in other countries. Respondents held the most favorable views of science when they were in elementary school and females preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and science teachers is that male non-science majors rather than female non-science majors reported poor academic performance in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science teacher and science subjects.  相似文献   

16.
This study investigated the effects of one rural high school's science course placement practices on Latino/a student success in science, as measured by performance in a required science course and enrollment in subsequent science courses. The high school involved in this study has experienced a rapid increase in language minority students and placed students considered to be “limited English proficient” into a science course intended for those with learning disabilities. The results indicate that track placement was inappropriate, as Latino/a students with demonstrated success on standardized tests written in English, and with high grade point averages, were placed in the lower‐level science course. Students placed in the lower‐level science course, regardless of academic ability, were unlikely to take subsequent courses required for college admission despite the fact that most had college aspirations. Conversely, low‐achieving non‐Latino/a White students were disproportionately placed in upper‐level science classes, a track associated with greater success in science for all. Thus, despite this rural school's attempt to provide for the needs of all the students, the result in this case was decreased success in science for Latino/a students, regardless of their English fluency. Implications for inclusive rural science education are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 376–402, 2005  相似文献   

17.
Abstract

The average grades in college, the Medical College Admission Test (MCAT) scores, and academic achievement were studied among students in relation to the National Board (NB) scores in the 4-year program at one medical school. Results indicate that most effective predictor variable for performance on the NB examinations is the second year of medical school. In Part I of the NB examinations, the most effective contribution of the second year academic record is found in Physiology; the least effective contribution is indicated for Biochemistry. In Part II of the NB examinations, the most effective contribution of the second year academic record is found in Medicine and Surgery; the least effective contribution is noted for Psychiatry. Further, a student's MCAT scores were not related to academic achievement in medical school.  相似文献   

18.
ABSTRACT

A new college admission policy will be implemented in Taiwan in 2022. The purpose of this study was to understand the relationship between admission criteria and college success. Data was obtained from the Taiwan Higher Education Database; a sample size of 8443 students from 156 universities was used in this study. By using the structural equation model, this study tested a research model that included factors such as motivation, standardized test scores, high school achievements, and college success. The findings revealed that the General Scholastic Ability Test scores (in Chinese, English, Social Studies) and high school average academic grades are significantly associated with college success. A student’s motivation to complete a certain major can significantly predict the quality of student effort and influence college success. These findings highlight the importance of some admission criteria and provide practical implications for educational policy-makers, school administrators, students, and parents.  相似文献   

19.

This project is demonstrating the feasibility of using the object‐oriented paradigm to teach students software design in a nonprogramming context. The program, developed using principles of user‐based, prototyping design, teaches students to create responsibility‐driven designs of computer games. Investigations with high school students with little or no knowledge of computers and senior computer science majors have demonstrated that students can indeed learn to use Class‐Responsibility‐Collaborator (CRC) cards to produce creditable high‐level designs in a relatively short time whether or not they have programming experience and can generalize what they have learned to a new design. Although the computer science majors created more complete designs and demonstrated a deeper understanding of the design process than the high school students, these students still found the experience valuable. Both sample groups generally found the process interesting and relatively painless.  相似文献   

20.
Abstract

This study demonstrates the positive effects on achievement in academic subjects (English language arts, mathematics, science) and overall grade point average (GPA) of the New York City Board of Education-City University of New York Tech-Prep model. This model uses medical laboratory technology as its career area. In addition, this study shows that the model is gender neutral. Furthermore, this study makes evident that high school students who graduate from this Tech-Prep program enter college better prepared than non-Tech-Prep students (as indicated by their freshman placement examination results), have fewer required remedial courses, have higher college GPAs, and have higher retention/completion rates. These data indicate that Tech-Prep, which links occupational education with academics for career and postsecondary education preparation, is a model for educational reform.  相似文献   

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