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Relevant bibliographies by topics / ACT high schools

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Academic literature on the topic 'ACT high schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "ACT high schools"

1

Allensworth, Elaine M., and Kallie Clark. "High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools." Educational Researcher 49, no. 3 (January 27, 2020): 198–211. http://dx.doi.org/10.3102/0013189x20902110.

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High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak and smaller than high school effects, and the slope of the relationship varies by high school.

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Darnell, Teena, Kathy Hager, and Paul D. Loprinzi. "The Impact of School Nurses in Kentucky Public High Schools." Journal of School Nursing 35, no. 6 (July 5, 2018): 434–41. http://dx.doi.org/10.1177/1059840518785954.

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The purpose of this study was to examine the relationship between school nurse presence and graduation rates, absenteeism, and American College Test (ACT) scores. A state-wide survey of all public high schools was undertaken (participation rate of 99.1%). Survey data obtained from individual high schools provided information on the employment status of school nurses. In addition to nurse presence determined by the survey, open-access electronic databases were used to determine graduation rates, absenteeism, ACT scores, money spent per pupil, gender, race–ethnicity proportion, and incarceration data. Study findings showed a possible relationship between students attending schools with a full-time nurse and significantly higher graduation rates, lower absenteeism, and higher ACT scores. The study results suggest that school nurses may contribute not just to health outcomes but to improved academic and economic outcomes as well. Of course, future work is needed to confirm these assertions.

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Kaniuka, Theodore S. "Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results." ISRN Education 2014 (March 4, 2014): 1–10. http://dx.doi.org/10.1155/2014/757325.

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Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools.

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Mujumdar, Vilas, and Gary McGavin. "Field Act Public Schools … a Need for Safety Reviews." Earthquake Spectra 15, no. 3 (August 1999): 585–95. http://dx.doi.org/10.1193/1.1586060.

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The Field Act has enabled a higher design and construction requirement for California's public schools since 1933. Much has been learned of earthquake design and construction since the enactment of the Field Act. The design profession has found, from experience in actual earthquakes, that some types of construction and structural systems have less than desirable responses to earthquakes. Children and staff in some of these facilities may be at risk. This paper urges that some older Field Act-approved structures should be reviewed for seismic safety. Systems such as nonductile reinforced concrete frames and tilt-up concrete construction are at a high level of concern. Other concerns include deterioration of older school facilities, inappropriate modifications, and nonstructural items in schools built before modern codes addressed the potential for nonstructural damage. This paper reviews these issues and calls for statewide examination of older Field Act-approved public schools in order to determine the extent of public schools that might be at some level of seismic risk.

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Krieg, John M. "Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act." Education Finance and Policy 3, no. 2 (April 2008): 250–81. http://dx.doi.org/10.1162/edfp.2008.3.2.250.

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The No Child Left Behind Act imposes sanctions on schools if the fraction of students demonstrating proficiency on a high-stakes test falls below a statewide pass rate. While the motivation behind this system is improved public school performance, it also provides incentives for schools to focus educational resources on the marginal student rather than those on the tails of the ability distribution. Using statewide, student-level panel data, students on the tails of the ability distribution, especially high-ability students, are demonstrated to score below expectations if their school is in danger from No Child Left Behind sanctions.

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Scarneo-Miller, Samantha E., Luke N. Belval, Susan W. Yeargin, Yuri Hosokawa, Zachary Y. Kerr, and Douglas J. Casa. "Exertional Heat Illness Preparedness Strategies: Environmental Monitoring Policies in United States High Schools." Medicina 56, no. 10 (September 23, 2020): 486. http://dx.doi.org/10.3390/medicina56100486.

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Background and objectives: Environmental monitoring allows for an analysis of the ambient conditions affecting a physically active person’s ability to thermoregulate and can be used to assess exertional heat illness risk. Using public health models such as the precaution adoption process model (PAPM) can help identify individual’s readiness to act to adopt environmental monitoring policies for the safety of high school athletes. The purpose of this study was to investigate the adoption of policies and procedures used for monitoring and modifying activity in the heat in United States (US) high schools. Materials and Methods: Using a cross-sectional design, we distributed an online questionnaire to athletic trainers (ATs) working in high schools in the US. The questionnaire was developed based on best practice standards related to environmental monitoring and modification of activity in the heat as outlined in the 2015 National Athletic Trainers’ Association Position Statement: Exertional Heat Illness. The PAPM was used to frame questions as it allows for the identification of ATs’ readiness to act. PAPM includes eight stages: unaware of the need for the policy, unaware if the school has this policy, unengaged, undecided, decided not to act, decided to act, acting, and maintaining. Invitations were sent via email and social media and resulted in 529 complete responses. Data were aggregated and presented as proportions. Results: Overall, 161 (161/529, 30.4%) ATs report they do not have a written policy and procedure for the prevention and management of exertional heat stroke. The policy component with the highest adoption was modifying the use of protective equipment (acting = 8.2%, maintaining = 77.5%). In addition, 28% of ATs report adoption of all seven components for a comprehensive environmental monitoring policy. Conclusions: These findings indicate a lack of adoption of environmental monitoring policies in US high schools. Secondarily, the PAPM, facilitators and barriers data highlight areas to focus future efforts to enhance adoption.

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Knight, David S. "Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation." Educational Policy 33, no. 4 (July 22, 2017): 615–49. http://dx.doi.org/10.1177/0895904817719523.

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Ongoing federal efforts support equalizing access to experienced educators for low-income students and students of color, thereby narrowing the “teacher experience gap.” I show that while high-poverty and high-minority schools have larger class sizes and receive less funding nationally, school districts allocate resource equitably, on average, across schools. However, the least experienced teachers are still concentrated in high-poverty and high-minority schools, both across and within districts. I then show that additional state and local funding is associated with more equitable district resource allocation. The study offers recommendations for state and federal education policy related to the Every Student Succeeds Act.

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Hinrichs, Peter. "When the Bell Tolls: The Effects of School Starting Times on Academic Achievement." Education Finance and Policy 6, no. 4 (October 2011): 486–507. http://dx.doi.org/10.1162/edfp_a_00045.

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A number of high schools across the United States have moved to later bell times on the belief that their previous bell times were too early for the “biological clocks” of adolescents. In this article I study whether doing so improves academic performance. I first focus on the Twin Cities metropolitan area, where Minneapolis and several suburban districts have made large policy changes but St. Paul and other suburban districts have maintained early schedules. I use individual-level ACT data on all individuals from public high schools in this region who took the ACT between 1993 and 2002 to estimate the effects of school starting times on ACT scores. I then employ school-level data on schedules and test scores on statewide standardized tests from Kansas and Virginia to estimate the effects of bell times on achievement for a broader sample. The results do not suggest an effect of school starting times on achievement.

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Veir, Carole A. "Implementation Status of the Carl D. Perkins Act in Rural High Schools." NASSP Bulletin 73, no. 517 (May 1989): 102–13. http://dx.doi.org/10.1177/019263658907351716.

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Pazey, Barbara L., and David DeMatthews. "Student Voice From a Turnaround Urban High School: An Account of Students With and Without Dis/Abilities Leading Resistance Against Accountability Reform." Urban Education 54, no. 7 (September 4, 2016): 919–56. http://dx.doi.org/10.1177/0042085916666930.

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The Every Student Succeeds Act redefines the priorities of our nation’s education system. Prior to its passage, turnaround strategies advanced solutions for low-performing schools. Research literature examining how these reforms impacted the schooling experiences of students attending these schools is lacking. We present the results of a qualitative case study of a reconstituted urban school in the Southwest United States, providing the perspectives of 10 students with dis/abilities and the effects accountability reform efforts had on their high school experience. Three expressed needs and desires were identified: (a) a positive school identity, (b) stability, and (c) to be recognized and heard.

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Dissertations / Theses on the topic "ACT high schools"

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Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.

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Overton, Deidre, and n/a. "Understanding teachers' responses to educational change in ACT high schools: developing professional voice and identity." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20051205.130321.

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This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadership�provide collective insight into teachers� working lives and the capacity of schools to cope with change. Analyses of the �lived experiences� of teachers suggest that innovative practice is linked to teacher agency and the presence of professional learning communities, and that those leading change must focus on the realities of the teachers implementing change. This study also explores the culture of teacher resistance, supporting the research that school cultures are characteristically and strongly resistant to change from within the organization. As a result of this study, we have an improved understanding of the conditions that contribute to effective school change, and the importance for teachers to conduct their own research. This study contains important recommendations for governments and education systems implementing change initiatives.

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Williams, Daniel Bryn. "The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11144/.

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In the Preface, the focus is on the word 'standards' itself: the ineradicable human element in marking and the degree to which all marks and grades, particularly in the subject of English, are dependent upon a subjective evaluation of the quality of response - an essential component in the establishment and maintenance of standards. The various implications of the word 'standards' and the ease with with resultant ambiguities can lead the unwary commentator into wholly misleading statements are considered, and a definition is offered to serve as a touchstone for the thesis as a whole. The main body of the thesis is divided into two sections and a conclusion. Section One (containing Chapters 1-3) is largely based upon published writings about education: books, reports and papers issued by Government-appointed Committees and Councils, and officially ratified educational statistics; illustrated where appropriate by my own experience and research into the unpublished archives of Examination Boards. Section Two (containing Chapters 4-6) deals specifically with the development of GCE '0' and 'A' level examinations in English, and is very largely dependent upon my interpretation of evidence derived from examination papers, marking schemes, examiners' reports and candidates' scripts ... The Conclusion is an attempt to provide an answer to the obvious question as to why, if evidence of a widely-alleged decline in standards is as difficult to establish as the previous six chapters suggest, the charge is so widely accepted as proved. To do this it is necessary to see the matter of standards from a broader perspective than a factual focus on examination papers, candidates' scripts, examiners' reports, comparability studies and educational statistics. From the inception of the concept of a state education system there has inevitably been a political dimension to any discussion of standards, and political dimensions equally inevitably tend toward expediency and subjective reaction rather than objective assessment of perceived shortcomings. This is certainly true of the last two decades during which the political dimension has become more overt than ever before, and the gulf between political interpretation of educational achievements and that of the professionals involved has never been wider. It is the contention of the Conclusion that a key to this disparity lies in the history of the development of the National Curriculum, the nature of the political interventions therein, and the indications that these are based upon a consistent philosophy – which elevates knowledge above understanding, 'pencil-and-paper' testing above carefully weighted assessments, results above performance, and which supposes that the reintroduction of selective schools would be an automatic panacea. The Conclusion therefore looks forward beyond the stated 1988 terminal point of the study to examine the developments of the 1990s, and backward beyond the stated starting point of the 1944 Act to examine the reality of grammar school achievement. It is the final contention of this thesis that it is the fallacy and self-deception of the nostalgia for the grammar school tradition which underlies and accounts for the falsity of the claims, about declining standards.

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Phipps, Michelle R. "Precalculus and ACT: A Quantitative Study of Five Tennessee High Schools." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3393.

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The purpose of this study was to determine if students scored significantly higher on the ACT after taking precalculus than they had scored on the ACT prior to taking precalculus. The researcher investigated whether there is an increase, not only in ACT composite scores, but also in ACT math subtest scores after high school students completed a precalculus course. The researcher also investigated differences regarding gender, socio-economic status, and race. Five Tennessee high schools from four counties and five different districts were used in this study. The study involved 208 participants and covered a span of three years. The findings indicated a significant difference in mean ACT composite and mathematics subtest scores for students after completing precalculus. The data were also compared by gender, race, and socioeconomic status for students who completed precalculus. The data indicated a significant difference in ACT composite scores for students completing a precalculus course regardless of gender or socioeconomic status.

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Weddell, Peter, and n/a. "Student perceptions of decision making in A.C.T. high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061110.114343.

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The purpose of the study was to survey students in Australian Capital Territory High Schools regarding their perceptions of who makes and who should make decisions in their schools, the effectiveness of present decision making structures and the relative importance of a range of concerns that might be affected by decisions made in their schools. The survey instrument comprising of five separate questionnaires (Parts A, B, C, D and E) was administered to a random, stratified sample of 384 students drawn from three A.C.T. High Schools. Variables included (a) School, (b) Year Group and (c) Gender. Part A and Part B of the survey instrument were developed specifically to explore the perception of students towards the involvement of parents, teachers, the principal and students in school decision making processes; particularly as this is evidenced in School Board operations. The results for each of the five questionnaires were compiled into separate frequency and ranked percentage tables. The tables were analysed in terms of the total responses recorded for each questionnaire and as a school by school comparison of responses. Use of the Cochran Q Test indicated a positive statistical significance in the overall shift of student perceptions of decision making from Part A (What happens in my school) to Part B (What should happen in my school) of the survey instrument. The findings of the study indicate that students are concerned about their role in the decision making process, and issues that affect their schooling and would like a greater say in how their schools are run. In particular, students would like to participate to a greater degree than at present in decision making that affects homework, the timetable, how teachers teach, subjects offered, text books, and school sporting activities. As regards knowledge about decision making structures within the school and about student representatives, the findings indicate that the students surveyed are not fully aware of the purpose or function of the school board or its representatives. However the majority of students surveyed indicate they would like to have a greater say in how their schools are run. In the comparative analysis of data recorded for each of the schools surveyed, a considerable degree of similarity is found in the responses to all Parts of the survey instrument. Of major concern is the uniform lack of knowledge and interest in survey items connected with the School Board in each of the schools surveyed. A more encouraging result is that in all three schools respondents perceive that they are encouraged to become involved in the School Board and the Student Representative Council (SRC). The survey findings demonstrate that the students would like greater participation in a wide variety of issues and concerns. However current official structures which are designed to include students as equal partners in school based decision making do not appear to interest the majority of students surveyed in this study.

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Moore, Peter Joseph, and n/a. "Two school-based evaluations at a Catholic high school in the ACT a review." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061019.091214.

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The completion of two school-based evaluation reports at a Catholic High School in the ACT highlighted the need for support structures both for evaluating staff and for the management of an evaluation report. The writer (a school principal) felt a need to review school-based evaluations in a more professional manner, and to ensure that evaluations were managed with greater support for the staff involved. In the absence of known Australian checklists, designed to review school-based evaluations, two recognised evaluation checklists, those of Russell and Maling-Keepes, are tested as instruments of review, by applying them to the two school evaluation reports. Four evaluation reviews are documented, in all. The main purposes of this research were: (1) to determine the merits of the completed evaluations by applying the checklists of Russell and Maling-Keepes, (2) to test the relevance of the evaluation checklists of Russell and Maling-Keepes as instruments of review at the school level, (3) in the light of this research, to be in a better position to recommend a) a suitable review method for use by Catholic School Principals, b) support structures, both at a system level and a school level, to assist the development of school-based evaluations.

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Goodwin, Maryna, and n/a. "Identifying and overcoming barriers to the implementation of student development programmes in ACT high schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050801.165422.

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My study is of the provision of career education, health education, personal development and student development programmes for students from Years 7 to 10 in ACT high schools. My purpose was to identify why these programmes are not available to all students and what can be done to make them available. The methods I used were an examination of a longitudinal case study of "Bellbird" High School in parallel with a survey of the current system perspective. Although the study focuses on the ACT in Australia, reference is made to the international literature, as well as local, regarding the attitudes of students, parents and teachers to career education, health education, personal development and student development programmes; data collection and interpretation; and the implementation of change. I have used data from three different survey instruments administered at "Bellbird" High School, at five year intervals, in 1978/79, 1984 and 1989. I have used another instrument at system level twice, in two consecutive years, in 1988 and 1989. Each of the instruments was developed for a specific purpose and not for gathering data for this study. All three surveys at "Bellbird" High School were designed to determine the attitudes of students, parents and teachers to aspects of the curriculum. They provided both quantitative and qualitative data. Basically, I have compared the 1979 and 1989 numerical data, and used the 1984 material for confirmation of significant issues. In addition to using qualitative data from these three instruments, I have also used comments from curriculum committee and School Board documents and evaluation reports from the Living Skills Programme. At system level, a questionnaire was designed to gather data about the provision of career education and health education in high schools in the ACT. This instrument, included questions about barriers to these programmes and strategies for overcoming the barriers. The findings were distributed to the schools. The procedure was based on the 'Research, Development and Diffusion' model. People associated with the successful implementation of the programmes under investigation were interviewed to find out what barriers they had faced, how they overcame them and what suggestions they had for overcoming other baniers to these programmes. Using the data CO-jointly with the literature and my own knowledge of cumculum implementation, I have proposed an action plan for "Bellbird" High School to extend the provision of its student development programme to all students. In conclusion, the suitability of the proposed action plan for use in other ACT high schools is appraised and general principles for the system are drawn out.

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Myers, Ian, and n/a. "The relationship between pupil control ideology and subject faculties in ACT government high schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061027.123030.

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The purpose of the study was to establish that a relationship existed between teacher Pupil Control Ideology (PCI) and membership of a practical subject faculty or of a humanities subject faculty in ACT government high schools. It was hypothesized that teachers in practical subject faculties and teachers of practical subjects would be custodial in their PCI. Teachers in humanities subject faculties and teachers of humanities subjects would be humanistic in their PCI. A subsidiary purpose was to replicate earlier research findings of a relationship between PCI and years of teaching, sex, position in the school administration, and type of school. The PCI Form was administered to a population sample of 116 teachers from five high schools in the Belconnen area of Canberra. The results were subjected to t-test and one-way analysis of variance. Statistically significant relationships were observed between PCI and teacher variables of subject faculty, subject taught, and sex of teacher. Earlier findings for other variables were not replicated. The direction of findings was surprising. Teachers in practical subject faculties and of practical subjects were more humanistic than humanities faculty and subject teachers. Female teachers were more custodial than male teachers. An analysis of variance showed no interaction effect between variables sex and faculty, and sex and subject taught. More research on possible causes of the relationships, such as student attitude to subject, and teacher sense of achievement, is needed before the findings can have practical application.

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Osborne, Sally, and n/a. "Preferences of pupils and teachers for service delivery of learning assistance in ACT High Schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20050816.100411.

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Students who have learning difficulties generate a resource to assist them with their schoolwork. This resource has been delivered in a number of different ways. In the last decade the introduction of inclassroom assistance has been adopted in several states in Australia including the Australian Capital Territory. This method of service delivery of the resource has been considered to be helpful as it allows the student to remain in the classroom while still receiving the necessary assistance. The proponents of this delivery method believe that the students prefer remain in the classroom. Critics of this delivery method consider that it is not easy to address basic skill deficits in the classroom and that students find being helped in the classsroom embarrassing. This study examines the preference for service delivery model of three groups of population, students, classroom teachers and teachers of students with learning difficulties. A survey was used to ascertain the preference of these three groups, why they preferred a model, which model they regarded as most efficacious and why. Other specific questions were asked of each group. Interviews were also conducted with ten percent of each group and also with the principal and the counsellor from each school. Some illumination of school climate and other variables which may affect data was sought from the interviews. Teachers were found to prefer a mixed model of service. Students' results showed a preference for two models over a third, small classes, which was not favoured. Students also saw these two models as most efficacious. Interviews revealed a satisfaction with the service amongst students but some concerns about the delivery of the service and the decision making processes amongst teachers.

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David, Veronica Anne, and n/a. ""A gleam in the eye..." : An investigation : self-esteem of high school teachers in the Australian Capital Territory (ACT) Government Schools." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060704.120747.

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This study attempted to investigate the self-esteem of high school teachers in the Australian Capital Territory (ACT). Its purpose was to measure the self-esteem of high school teachers in the ACT, identify perceptions of life-stage factors that might contribute to teachers' self-esteem and to identify teachers' perceptions of job-related factors that contribute to their self-esteem. The sample consisted of 219 teachers (94 male, 124 female, one of unidentified sex) in 12 of the 17 high schools in the ACT. A questionnaire based on that used by Swafford Jolley (1985) was used. It consisted of 4 parts - Part 1 demographic data, Part 2a Barksdale Self-Esteem Index No. 69, Part 2b Life-stage Characteristics, Part 3 Job-related characteristics, Part 4 - three related questions for open responses. Data were analysed using the SPSSX data recording and analysis system (Norusis 1983). Means and differences between means were computed to establish discrepancies. Pearson product moment correlations were employed. Multiple linear regression analyses were used to isolate the best predictors of self-esteem from among the 34 work-related factors. A rank discrepancy index of affect on self-esteem was also computed. Findings show that eighty per cent of the teachers may be hindered by low self-esteem. There is no difference between male and female average age (39) nor between the male and female average self-esteem index (62.2). Younger teachers were found to be just as likely to have low self-esteem as older teachers. The factors which most affect teacher self-esteem and which are closest to the ideal were found to be feelings of competency as a teacher, pride in one's work, establishment of specific personal goals and the opportunity to determine one's own teaching methods. The factors with the greatest discrepancies were found to be the opportunity to advance professionally, positive representation by the media and prestige of the teaching profession. It was concluded that in no one area are the self-esteem needs of high school teachers in the Australian Capital Territory being adequately met. Responsibility lies with the individuals themselves and with the ACT Schools Authority to work out joint ways of enhancing teacher self-esteem and development. It is argued that this cannot be left to chance by the organisation but must be planned for as a matter of urgency. Recognition of the individual is seen as the key in any such planning but organisational objectives also need to be considered.

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Books on the topic "ACT high schools"

1

Act well your part: A novel. Boston: Alyson Publications, 1986.

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Wells, Christie. A class act. Mahwah, NJ: Troll Associates, 1989.

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Picard, Cecil J. Louisiana ACT scores for districts and schools: The graduating class of 2005. Baton Rouge, LA: Louisiana Dept. of Education, 2005.

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Caught in the act. New York: Viking, 2005.

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Laing, Joan. Relationships between ACT test scores and high school courses. Iowa City, Iowa: American College Testing Program, 1987.

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Jones, B. A. Inspection under Section 9 of the Education (Schools) Act 1992: Matthew Murray High School...Holbeck, Leeds... [London]: Ofsted, 1995.

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Noble, Julie. Differential coursework and grades in high school: Implications for performance on the ACT assessment. Iowa City, Iowa: American College Testing Program, 1989.

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Ang, Cheng H. Incremental validity of ACT Assessment scores and high school course information for freshman course placement. Iowa City, Iowa: American College Testing Program, 1993.

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Kristin, Sunny. The No Child Left Behind Act and high school reform / by Sunny Kristin. Denver, Colo: National Conference of State Legislatures, 2005.

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Shelia, Mauppin, ed. Interpreting & implementing the Perkins Act of 2006. Horsham, PA: LRP Publications, 2007.

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Book chapters on the topic "ACT high schools"

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Allen, G. Donald. "Teaching is a Balancing Act." In Pedagogy and Content in Middle and High School Mathematics, 249–52. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_55.

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Sogo, Steven G. "Advanced Chemical Research at Laguna Beach High School: High School Seniors Engaged in Authentic Laboratory Research." In ACS Symposium Series, 33–47. Washington, DC: American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1231.ch002.

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Trout, Laura, Linda Padwa, and David Hanson. "POGIL in the High School Chemistry Classroom." In ACS Symposium Series, 114–21. Washington, DC: American Chemical Society, 2008. http://dx.doi.org/10.1021/bk-2008-0994.ch010.

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Macklem, Gayle L. "High-Risk Behaviors and Mental Health." In Preventive Mental Health at School, 109–29. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_6.

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Sizer, Nancy Faust. "A Journey into High School Reform." In Secondary Education at the Crossroads, 149–68. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4668-5_6.

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Akaygun, Sevil. "Visualizations in High School Chemistry Textbooks Used in Turkey." In ACS Symposium Series, 111–27. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1293.ch008.

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Bower, Matthew M., Samantha M. Harvey, Adam J. Richter, and Sara E. Skrabalak. "Introducing High School Students to Chemical Research through Science Ambassadors." In ACS Symposium Series, 85–94. Washington, DC: American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1259.ch007.

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Esselman, Brian, and Donald E. Mencer. "Inclusion of NMR Spectroscopy in High School Chemistry: Two Approaches." In ACS Symposium Series, 77–90. Washington, DC: American Chemical Society, 2007. http://dx.doi.org/10.1021/bk-2007-0969.ch007.

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Woodrum, Kim R., and Allison S. Soult. "Summer Workshop for High School Teachers To Utilize MOOCs in Their Classrooms." In ACS Symposium Series, 91–93. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1335.ch008.

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Vickers, Elaine B., and Rebecca Caldwell. "Liberal Arts Reading Strategies for the High School and University Chemistry Classroom." In ACS Symposium Series, 153–65. Washington, DC: American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1266.ch009.

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Conference papers on the topic "ACT high schools"

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Маевская, Марина, and Marina Maevskaya. "Law schools and employers cooperation as a factor of graduating students` preparation of high quality and their job connection." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fa961c8c9.43911596.

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The article is devoted to evaluation of priority forms of cooperation between institutes and employers, and troubled points, which impede their cooperation. Taking into account identified shortcomings (disadvantages), the most effective forms of cooperation are performed. Moved a motion of supplement to Federal act «Of Education in the Russian Federation» relating to practical studies (job training) of law school students. The model of dual education is subjected to evaluation, this model is considered to be one of the advanced forms of effective cooperation of law schools and employers. Reasoned the offer of practicability and timely adoption the model of dual education for jurist students.

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"Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4045.

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Aim/Purpose: [The full paper was previously published in the International Journal of Community Development & Management Studies, 1, 39-47. Available at http://ijcdms.org/Volume01/v1p063-071Fosu3785.pdf] The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background: Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology: Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution: To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings: The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners: The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers: There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research: More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.

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Manaf, Ngusman Abdul, Abdurahman, Zikra Utari, Tia Alfioda, and Ibnu Sulton. "Politeness of Commanding Speech Act in Indonesian by Senior High School Students." In The 3rd International Conference on Language, Literature, and Education (ICLLE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201109.015.

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Merritt, Susan M., Charles J. Bruen, J. Philip East, Darlene Grantham, Charles Rice, Viera K. Proulx, Gerry Segal, and Carol E. Wolf. "ACM model high school computer science curriculum (abstract)." In the twenty-fourth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/169070.169545.

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Bell, Tim, Peter Andreae, and Anthony Robins. "Computer science in NZ high schools." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157240.

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Dark, Melissa, Shannon Beck, Jenny Daugherty, Mark Loepker, and Rachel Dark. "High School Cybersecurity." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439549.

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Brookshire, Robert G., Karen Kemp, Daphyne M. Thomas, and Thomas W. Dillon. "High school computer camps." In the 2008 ACM SIGMIS CPR conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1355238.1355262.

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Romadani, Lesly, Agustina Agustina, and Ngusman Manaf. "THE ACT OF DIRECTIVE SPEECH IN LEARNING PROCESS AT 8THGRADE NURUL IKHLAS YUNIOR HIGHT SCHOOL." In Proceedings of the 2nd International Conference on Language, Literature and Education, ICLLE 2019, 22-23 August, Padang, West Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.19-7-2019.2289510.

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Cohen, Marion, Marilyn Foster, David Kratzer, Patricia Malone, and Ann Solem. "A high school supercomputing challenge." In the 1991 ACM/IEEE conference. New York, New York, USA: ACM Press, 1991. http://dx.doi.org/10.1145/125826.125878.

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Allan, Vicki, Valerie Barr, Dennis Brylow, and Susanne Hambrusch. "Computational thinking in high school courses." In the 41st ACM technical symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734395.

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Reports on the topic "ACT high schools"

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.

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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.

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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.

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Bertoni, Eleonora, Gregory Elacqua, Luana Marotta, Matias Martínez, Humberto Santos, and Sammara Soares. Is School Funding Unequal in Latin America?: A Cross-country Analysis. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002854.

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Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.

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