Relevant bibliographies by topics / High achievers

Academic literature on the topic 'High achievers'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "High achievers"

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Kusumayanthi, Susi. "High Achievers." English Journal Literacy Utama 3, no. 2 (September 30, 2019): 68–76. http://dx.doi.org/10.33197/ejlutama.vol3.iss2.2019.260.

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This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.
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Kusumayanthi, Susie. "High Achievers." English Journal Literacy Utama 3, no. 2 (October 14, 2019): 68–76. http://dx.doi.org/10.33197/ejlutama.vol3.iss2.2019.285.

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This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.
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Gunzburg, R., and B. Rydevik. "High achievers." European Spine Journal 26, no. 5 (March 21, 2017): 1361. http://dx.doi.org/10.1007/s00586-017-5000-3.

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Jones, Graham, and Kirsty Spooner. "Coaching high achievers." Consulting Psychology Journal: Practice and Research 58, no. 1 (2006): 40–50. http://dx.doi.org/10.1037/1065-9293.58.1.40.

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Jones, Graham. "Coaching high achievers." Human Resource Management International Digest 14, no. 7 (December 2006): 3–4. http://dx.doi.org/10.1108/09670730610708114.

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Juter, Kristina. "Students' Conceptions of Limits: High Achievers versus Low Achievers." Mathematics Enthusiast 4, no. 1 (February 1, 2007): 53–65. http://dx.doi.org/10.54870/1551-3440.1058.

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Leder, Gilah C. "Do Teachers Favor High Achievers?" Gifted Child Quarterly 32, no. 3 (July 1988): 315–20. http://dx.doi.org/10.1177/001698628803200304.

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Singh, Dr Shashi Kala. "Anxiety and Adjustment Pattern of High and Low Academic Achievers." Global Journal For Research Analysis 2, no. 1 (June 15, 2012): 25–26. http://dx.doi.org/10.15373/22778160/january2013/78.

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Hutchinson, T. P. "COMPARISION OF HIGH ACHIEVERS WITH LOW ACHIEVERS: Discussion of Juter’s (2007) article." Mathematics Enthusiast 6, no. 1-2 (January 1, 2009): 207–12. http://dx.doi.org/10.54870/1551-3440.1145.

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Rathore, Ami. "Self Regulated Learning of high Achievers." i-manager’s Journal on Educational Psychology 4, no. 2 (October 15, 2010): 33–38. http://dx.doi.org/10.26634/jpsy.4.2.1237.

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Dissertations / Theses on the topic "High achievers"

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Liliequist, Malin. "Motivation among English L2 learners in Sweden : A comparison between high and low achievers in Upper Secondary School." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29967.

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The aim of this study was to find out what attitudes students of English at Upper Secondary School have to the classroom teaching, in relation to the grade they are expecting in the current course. Furthermore, the question was whether the high achievers, also referred to as “top grade” students, felt more motivated than the low achievers, also referred to as “lower grade” students. In order to answer the research questions, the phenomenon motivation first had to be examined by studying findings by different scholars. The study was carried out with a questionnaire as the instrument. It was filled in by 86 students at a freeform Upper Secondary school in the middle of Sweden. The questionnaire asked questions about the difficulty of the course, the students’ motivation for the tasks given and also what impact the teacher had on the students’ progress. 19 high achievers were identified in the study, and 8 low achievers. The results showed that the high achievers show more positive results on attitudes and motivation in all areas. They expect higher grades and they express an interest in more areas than the low achievers do. On the other hand, no difference was found between the groups when it comes to the way they rate their interest in learning English. Similarly, students in both groups understand the need for English in their future life and careers. The results suggest that both groups are driven by instrumental motivation. The results of the present study correspond to those found in earlier studies by different scholars.
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Price, Benjamin J. "Resilience Among High Achievers In An Instrumental Music Program." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103376/.

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Positive adaptations experienced in spite of challenges faced is known as resilience. Comparatively little research has focused on in-depth descriptions regarding how resilience is manifested in children. The purpose of this study was to add to previous research in the identification of characteristics of resilience in students, and to determine the extent to which band membership has aided their resilience in other domains. Data was collected from a random sample of band seniors from the class of 2011 (n = 3) who attended a large high school in the South. Specific research questions were: (1) What characteristics of resilience are present in the talk of participants in a high school instrumental music program? (2) To what extent has this population perceived that membership in band aided their resilience in other domains? A descriptive study design was chosen that used qualitative data. Following data analysis that included category matrices, prominent themes emerged from the participants’ responses. These included self-improvement, forward thinking, optimism, inner drive, increased achievement, determination, development of relationships to peers and adult mentors, and development of connectedness to the school. The findings of this study complemented previous research on characteristics of resilient students, and suggested that the participants derived positive benefits from group membership and from positively contributing to the school. Recommendations based on these findings for researchers included the need for resilience to be studied across other subject areas in school, and across different populations of students. Recommendations for teachers and administrators included varied opportunities for extra-curricular and co-curricular student engagement.
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McDaniel, Linda Marie. "Family Background and Structure of High Academic Achievers." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278780/.

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This study examines the influence of family background and structure on academic achievement. The research focuses on the 11th- and 12th-grade population in the Texas Academy of Mathematics and Science (TAMS) at the University of North Texas, Denton. The study examines the variables in family background and family structure that contribute to the students' high academic achievement. Twelve hypotheses related to parents, home environment, family structure and interaction, family roles, and family values are proposed. The multivariate analysis shows that the variables being read to, reading independently, fathers' education, mothers' education, and ethnicity are significant in impacting academic achievement. The study underlines the fact that multiple factors in family structure and background have an influence on academic achievement.
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McDonough, Andrea M., and res cand@acu edu au. "Naïve and Yet Knowing: Young learners portray beliefs about mathematics and learning." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp21.16082005.

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This is a report of an investigation of children’s beliefs about the nature of mathematics, the nature of learning and helping factors for learning mathematics. The study aimed to investigate whether beliefs held by eight learners of eight to nine years of age could be articulated and portrayed. It aimed also to develop procedures to facilitate this process, to portray children’s beliefs from their responses to the research procedures, to provide insights into possible complexities and subtleties of young learners’ beliefs, to reflect upon the significance for the mathematics classroom of the insights gained, and to reflect upon the value of the procedures developed for the study. The research took the form of individual case studies of four girls and four boys of eight to nine years of age from two schools in suburban Melbourne. Four children were teacher-perceived low achievers in mathematics and four were teacher-perceived high achievers in mathematics. The children were each interviewed on ten occasions over a five-month period using thirty semi-structured, creative interviewing procedures that were developed or adapted for the study that included drawing, writing, discussing scenarios presented through photographs, video snippets and other children’s drawings, ordering of descriptors, and responding to questionnaires presented verbally. The interview data consisted of transcripts and artefacts. Some class administered tasks, lesson observations and interviews with the mathematics teachers provided background information. Analysis of interview responses was undertaken through a criss-cross examination in which themes were drawn from each child’s data. Responses were not judged for correctness or for a match to any predetermined categories and the researcher sought to take a stance of neutrality to the phenomena under study. The research suggests that teachers and others involved in the education of young learners of mathematics should know that: it is possible to gain insights into children’s beliefs about maths (the term used most commonly by the children), learning, and helping factors for learning maths; to gain insights into young children’s beliefs, it is important to have dialogue with the children to avoid making assumptions about their interpretations or meanings; the creative interviewing procedures developed for the present research are helpful as they can stimulate reflection and prompt conversation; young children’s beliefs can be complex, subtle, broad and deep; young children’s beliefs are individually constructed and differ from child to child; children may not see mathematics concepts in the same ways as their teachers and other adults; beliefs are sufficiently diverse and significant to affect the way children see the mathematics learning situation; although the beliefs of children of eight to nine years of age may, on the surface, appear simplistic and naïve, they are not necessarily so. Young learners are able to reflect on their own and others’ experiences and often construct complex beliefs. There is a lot happening in the minds of these children. The research suggests also that it is important that educators do not to make assumptions about: what children see as maths (or mathematics); what children see as learning; and what children see as helping factors for learning maths. A key factor facilitating children’s reflection and expression was the range of visual, verbal, and text-based creative interviewing strategies developed for the present study. The individual procedures provided suitable prompts to allow young children to articulate or represent their beliefs. The semi-structured procedures, through which ideas were explored on multiple occasions, followed by theme-based, criss-cross analysis of interview transcripts and artefacts, resulted in rich and trustworthy portrayals of beliefs, increasing the validity of the findings. The research provides the education community with insights into young children’s beliefs that are unlikely to emerge within the day to day activity of the classroom and, through the availability of the research procedures, facilitates further gaining of insights into beliefs either by classroom teachers or other researchers.
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Greenberg, Arthur Richard. "College study in high school for low and moderate achievers /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10734594.

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Žvinakevičiūtė-Stankevičienė, Aušra. "6-8 klasių aukštų akademinių pasiekimų mokinių pažintinių gebėjimų struktūra." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_194827-93742.

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SANTRAUKA Šio tiriamojo darbo tikslas buvo aprašyti 6-8 klasių aukštų akademinių pasiekimų mokinių intelekto struktūrą. Tyrime dalyvavo 45 mokiniai -32 mergaitės ir 13 berniukų – besimokantys bendrojo lavinimo mokyklų 6-8 klasėse. Mokinių amžiaus diapazonas – 12-15 metų. Pagal pažangumo rodiklius atrinktos trys grupės vaikų: kuriems sekasi kalbos, kuriems sekasi matematika, ir kuriems sekasi ir kalbos, ir matematika (šių dalykų pusmečio ir metiniai įvertinimai – 10 (puikiai) ir 9 (labai gerai) Mokiniai buvo testuoti dviem metodikomis - Wechslerio intelekto skale vaikams-trečias leidimas (WISC-III) ir Bender-Gestalt vizualiniu-motoriniu testu II. Nustatyta, kad aukštų akademinių pasiekimų mokinių verbaliniai gebėjimai yra labai aukšti, neverbaliniai – aukšti. Aukštų akademinių pasiekimų mokiniai WISC-III subtestus atlieka geriau nei jų bendraamžiai iš bendrosios populiacijos. Aukštų akademinių pasiekimų vaikų gebėjimų profilis panašus į gabių vaikų profilį. Šių mokinių intelektinių gebėjimų struktūroje galime išskirti spartaus neverbalinės informacijos apdorojimo ir organizavimo gebėjimą. Tarp trijų tiriamųjų grupių nustatyti Atsparumo trukdžiams ir Apdorojimo greičio faktorių skirtumai. Vaikų, kurių kalbų pasiekimai aukštesni nei kitų dalykų, atsparumas trukdžiams, trumpalaikė atmintis mažesni nei psichomotorinis greitis. Vaikų, kurių matematikos pasiekimai aukštesni nei kitų dalykų, atsparumas trukdžiams ir psichomotorinis greitis funkcionuoja vienodame lygmenyje. Vaikų... [toliau žr. visą tekstą]
SUMMARY This research aimed on describing the structure of Intelligence of high-achievers of 6th to 8th formers. There were 45 students, namely 32 girls and 13 boys, students of secondary schools, who we participated in the research. Age range of students varied from 12 to 15 years old. Based on performance indicators, the following three groups of children were distinguished: those who showed good performance in languages; those who were goods at mathematics and those who were good at both languages and mathematics (with semestrial and annual evaluation grade 10 (excellent) and 9 (very good) of givens subjects. Students have been tested according to two methods: Wechsler Intelligence Scale for Children (WISC-III) and Bender-Gestalt Visual Motor Test II. It was found that verbal abilities of school high-achievers are very high and nonverbal abilities are high. School high-achievers perform WISC-III subtests better than theirs peers from general population. Relevant differences in performing verbal subtests were determined in three groups of students. For children, who are good at languages, is characteristic abstract logical reasoning involving when involving words and school aptitude. Students, who are good at mathematics, have better computation and abstract reasoning involving digits abilities. Children, who are good at all subjects, possess best long-term memory, ability to accumulate information. The cognitive profile of high-achievers is similar to profile of gifted... [to full text]
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DeLoach, Shondale. "SAME-RACE REGULATORY RESOURCE DEPLETION: OBSTACLES OF BLACK HIGH-ACHIEVERS." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1344626399.

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黎泳芝 and Wing-chi Lai. "The importance of learner training for high achievers in self-directedlearning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262463.

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Leung, Wai-ping. "Mathematics anxiety among high and low achievers in a Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3567197X.

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Lai, Wing-chi. "The importance of learner training for high achievers in self-directed learning." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262463.

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Books on the topic "High achievers"

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Educating low achievers to high achievers: A cognitive approach. Bangalore: Kanva Publications, 2012.

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Noe, John R. Peak performance principles for high achievers. New York: Berkley, 1986.

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Bautista, Paulina F. High achievers: Portraits of the Filipina. Quezon City: Giraffe Books, 2000.

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Rees, Erik. High achievers: Glorifying God with your life! [Rancho Santa Margarita, Calif.?: High Achievements, 1998.

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Hanan, Mack. Outperformers: Super achievers, breakthrough strategies, high-profit results. New York, NY: AMACOM, 1989.

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The self-empowered woman: 17 characteristics of high achievers. North Charleston, South Carolina ]: [BookSurge Publishing], 2009.

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Substance-abusing high achievers: Addiction as an equal opportunity destroyer. Northvale, N.J: J. Aronson, 1998.

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High performance companies: Successful strategies from the world's top achievers. San Francisco, CA: Jossey-Bass, 2012.

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Practices, LLC Best. Service-to-sales excellence: Developing service representatives into high-sales achievers. Chapel Hill, NC: Best Practices, LLC, 2004.

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Grout, Jeff. My brilliant career: 12 high achievers reveal the secrets of their success. London: Kogan Page, 2000.

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Book chapters on the topic "High achievers"

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Whitaker, Todd. "Understand the High Achievers." In What Great Principals Do Differently, 103–9. Third edition. | New York : Routledge, 2020.: Eye on Education, 2020. http://dx.doi.org/10.4324/9780429325991-16.

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Whitaker, Todd, Beth Whitaker, and Jeffrey Zoul. "Understand the High Achievers." In Study Guide: What Great Principals Do Differently, 71–75. New York, NY : Routledge, 2021.: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003091608-27.

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Martin, Roy P., A. Michele Lease, and Helena R. Slobodskaya. "Exceptionally Well-Adjusted High Achievers." In Temperament and Children, 37–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62208-4_4.

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Nicols, Henry J., and Susan Baum. "High Achievers—Actively Engaged but Secretly Stressed: Keys to Helping Youngsters With Stress Reduction." In Parenting Gifted Children, 428–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-51.

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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.

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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
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Dion, Michèle, Jean-Laurent Philippe, and Yves Robert. "Parallelizing compilers: what can be achieved?" In High-Performance Computing and Networking, 447–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-57981-8_159.

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Wang, Peng, George Turner, Steven Simms, Dave Hart, Mary Papakhian, and Craig Stewart. "One Teraflop Achieved with a Geographically Distributed Linux Cluster." In High-Performance Computing, 511–22. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2006. http://dx.doi.org/10.1002/0471732710.ch26.

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Bonner, Kieran M. "Producing the High Achiever: Hobbes and Power." In Power and Parenting, 58–82. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230375123_4.

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Paciorri, Renato, and Aldo Bonfiglioli. "Basic Elements of Unstructured Shock-Fitting: Results Achieved and Future Developments." In Shock Wave and High Pressure Phenomena, 59–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68427-7_3.

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Hatch, Quinton, Rubina Ratnaparkhi, and Scott R. Steele. "How to Achieve High Rates of Bowel Preparation Adequacy." In Advanced Colonoscopy and Endoluminal Surgery, 41–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48370-2_4.

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Conference papers on the topic "High achievers"

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Sofian, Siti Siryani, and Azmin Sham Rambely. "The effectiveness of game and recreational activity to motivate high achievers and low achievers: Evaluation using fuzzy conjoint analysis." In THE 2017 UKM FST POSTGRADUATE COLLOQUIUM: Proceedings of the University Kebangsaan Malaysia, Faculty of Science and Technology 2017 Postgraduate Colloquium. Author(s), 2018. http://dx.doi.org/10.1063/1.5028043.

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Turner, Jeannine. "Why Do High Achievers Feel Shame and How Do They Recover?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891634.

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Yung, Kevin. "High Achievers' Learning Experience in English for Academic Purposes: Transitioning From High School to University." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437485.

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Noviyanti, Nurul Ika, Susriyati Mahanal, Windy Rosyadah Mukti, Irma Dahlia Yuliskurniawati, Siti Zubaidah, and Deny Setiawan. "Narrowing the gaps of scientific argumentation skills between the high and low academic achievers." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043308.

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Pitsia, Vasiliki. "Characteristics of High Achievers: A Multilevel Logistic Regression Analysis of PISA Mathematics and Science Data." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578957.

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Velasquez, David. "English Learners as Math Achievers: Using Latinx Students' High School Data to Predict College Success." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1895259.

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Española, Raymon P. "Examining Gender and Urban/Rural School Differences in Empirically-derived Achievement Profiles." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.006.

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ABSTRACT The present study used a person-oriented approach to examine gender differences at the level of achievement profiles and examine such differences in the context of urban and rural schools. The achievement test scores in English, math, and science of 2,408 tenth-grade students were used to derive achievement profiles through agglomerative-hierarchical and k- means clustering techniques. Four profiles were derived: 1) Low Achievers, 2) True Average Achievers, 3) High Achievers with weak math and science skills, and 4) High Achievers with strong math and science skills. Significant gender and urban/rural school differences among the profiles were found after performing cross-tabulation analyses with chi-square testing. The so-called “female advantage” in education was more evident among Low Achievers, but not among the High Achievers. When the urban/rural school context was considered, the female advantage tends to disappear and the urban school advantage becomes more definite. Finally, the High Achievers with weak math and science skills were mostly females in urban schools. The findings suggest that it is important to situate gender differences in a certain context. Implications for practice are provided, as well as recommendations for future research. KEYWORDS: Gender differences, urban and rural schools, achievement profiles, cluster analysis, Filipino students
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Mancenido, Zid. "How Do You Become Motivated to Be a Teacher? A Case Study of Academic High Achievers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689269.

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Navarro, Gonzalo, and Lu Russo. "Re-pair Achieves High-Order Entropy." In 2008 Data Compression Conference DCC. IEEE, 2008. http://dx.doi.org/10.1109/dcc.2008.79.

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Cardin, Vincent, Nicolas Thiré, Vincent Wanie, Samuel Beaulieu, François Légaré, and Bruno E. Schmidt. "High peak-power (0.42TW) mid-IR pulses achieved through hollow-core fiber compression." In High Intensity Lasers and High Field Phenomena. Washington, D.C.: OSA, 2016. http://dx.doi.org/10.1364/hilas.2016.hs4b.4.

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Reports on the topic "High achievers"

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Cools, Angela, Raquel Fernández, and Eleonora Patacchini. Girls, Boys, and High Achievers. Cambridge, MA: National Bureau of Economic Research, April 2019. http://dx.doi.org/10.3386/w25763.

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Berlinski, Samuel, Matías Busso, and Michele Giannola. Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004366.

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This paper finds that providing educational support to children with low baseline reading scores affected their academic performance as well as that of their higher-achieving classmates. Results show a positive impact on learning for high-achieving students who were not part of the remediation program but were in schools with children who did. Our evidence suggests that the results are not explained by class size reductions or changes in teacher practices.
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Beuermann, Diether. How Much Should We Rely on Test Scores to Measure School Quality? Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004415.

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While schools may influence academic and non-academic outcomes, it is not clear whether schools that improve test scores are the same schools that causally improve longer-run outcomes. This policy brief uses rich administrative data covering the full population of Trinidad and Tobago to show that (1) School causal effects are multidimensional. Effects on test scores are weakly related to effects on crime, teen births, and adult employment; and (2) Parents of lower-achievers value effects on non-test outcomes relatively more than on tests while the opposite is true for parents of high-achievers. These findings suggest that policy evaluations based solely on test scores may be misleading about the welfare effects of school choice.
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Fowler, T. K. Gun requirements to achieve high field spheromaks. Office of Scientific and Technical Information (OSTI), March 1999. http://dx.doi.org/10.2172/14696.

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Amarkoon, Vasantha R., and Brian C. LaCourse. Reliability and Reproducibility Achieved via Grain Boundary Engineering of High Performance Electronic Ceramics. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada308736.

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Armstrong, Andrew M., Mary A. Miller, Mary Hagerott Crawford, Leonard J. Alessi, Michael L. Smith, Tanya A. Henry, Karl R. Westlake, Karen Charlene Cross, Andrew Alan Allerman, and Stephen Roger Lee. Final LDRD report : science-based solutions to achieve high-performance deep-UV laser diodes. Office of Scientific and Technical Information (OSTI), December 2011. http://dx.doi.org/10.2172/1034883.

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James, Conrad D., Adrian B. Schiess, Jamie Howell, Michael J. Baca, L. Donald Partridge, Patrick Sean Finnegan, Steven L. Wolfley, et al. A comprehensive approach to decipher biological computation to achieve next generation high-performance exascale computing. Office of Scientific and Technical Information (OSTI), October 2013. http://dx.doi.org/10.2172/1096252.

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Carmichael, Joshua. Quantifying the Collective Gain in Monitoring Capability Achieved through DNE23: A High Level, Agent Based Model. Office of Scientific and Technical Information (OSTI), March 2021. http://dx.doi.org/10.2172/1772381.

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Maltais, Aaron, Toby Gardner, Javier Godar, Michael Lazarus, and Gökçe Mete. What does it take to achieve net zero? Opportunities and barriers in the steel, cement, agriculture, and oil and gas sectors. Stockholm Environment Institute, October 2021. http://dx.doi.org/10.51414/sei2021.023.

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The report provides insights from sustainability experts focused on four high-emitting sectors – steel, cement, agricultural commodities, and oil and gas. In assessments that can be read independently, we highlight what investors need to know about these sectors if they really aim to influence them, including the decarbonisation pathways that appear most promising. Our analysis concludes with a set of broader lessons and questions regarding the role of investors in engaging with climate-intensive sectors.
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Kulhandjian, Hovannes. AI-based Pedestrian Detection and Avoidance at Night using an IR Camera, Radar, and a Video Camera. Mineta Transportation Institute, November 2022. http://dx.doi.org/10.31979/mti.2022.2127.

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In 2019, the United States experienced more than 6,500 pedestrian fatalities involving motor vehicles which resulted in a 67% rise in nighttime pedestrian fatalities and only a 10% rise in daytime pedestrian fatalities. In an effort to reduce fatalities, this research developed a pedestrian detection and alert system through the application of a visual camera, infrared camera, and radar sensors combined with machine learning. The research team designed the system concept to achieve a high level of accuracy in pedestrian detection and avoidance during both the day and at night to avoid potentially fatal accidents involving pedestrians crossing a street. The working prototype of pedestrian detection and collision avoidance can be installed in present-day vehicles, with the visible camera used to detect pedestrians during the day and the infrared camera to detect pedestrians primarily during the night as well as at high glare from the sun during the day. The radar sensor is also used to detect the presence of a pedestrian and calculate their range and direction of motion relative to the vehicle. Through data fusion and deep learning, the ability to quickly analyze and classify a pedestrian’s presence at all times in a real-time monitoring system is achieved. The system can also be extended to cyclist and animal detection and avoidance, and could be deployed in an autonomous vehicle to assist in automatic braking systems (ABS).
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