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One hundred and fifty-five students (average age, 10 years 7 months) were initially tested on reading, arithmetic, and academic self-perception. One year later they were tested again. Initial academic scores [...]

There is a general belief that Lebanese-background students in Australia do not usually perform well at school. This study examines the school achievement of Lebanese-background students and the major motivational [...]

In this article, we report findings from a literature review directed at the question, What is the relevance of intelligence to learning among children at risk for school failure? To [...], There is increasingly negative sentiment against IQ-achievement discrepancy as a method to identify children with learning disabilities (LD) and, more broadly, intelligence as an explanation of poor academic performance. The evidence for this latter view was examined by reviewing 13 studies involving 1,542 children who were at risk or reading disabled to determine whether IQ predicted responsiveness to reading intervention. In 8 of the 13 studies, it accounted for unique variance. It was a stronger and more consistent predictor among older students in interventions designed to strengthen reading comprehension; a weaker and less consistent predictor among younger children in phonological awareness training. Implications are discussed for the identification and treatment of students with LD and the LD construct.

Students who failed the Texas mandatory third grade reading test were followed through their sophomore year in high school. Comparisons of reading scores between third grade students who repeated the grade and their socially promoted classmates revealed that the positive effect of retention persisted over time. Retention in third grade benefited low-performing readers regardless of race. Supplemental analyses found that the results are not likely attributable to selection biases, differential attrition of students from the panel, changes in the special education status of students, and regression to the mean effects. Making students repeat a grade, when supplemented with additional educational assistance, can benefit academically challenged children., Background For over two decades public officials, the business community, and other interested individuals have subjected public schools to greater standards of accountability. Beginning with the publication of A Nation [...]

New York City represents a microcosm of the changes that are shaking the very foundations of teacher education in this country. In their efforts to find teachers for hard-to-staff schools by creating multiple pathways into teaching, districts from New York City to Los Angeles are in the midst of what amounts to a national experiment in how best to recruit, prepare, and retain teachers. This article provides an overview of a research project that examines features of these different pathways into teaching in New York City schools and the impact of these features on where teachers teach, how long they remain in the classroom, and student achievement in reading and math as measured by value-added analyses. The article provides both a conceptual framework for the study and a discussion of some of the methodological challenges involved in such research, including problems of selection bias, difficulties in documenting programmatic features, and challenges of estimating teacher effects on student achievement. Keywords: outcomes of teacher education pathways; value-added analyses of teacher education, New York City represents a microcosm of the changes that are shaking the very foundations of teacher education in this country. In their efforts to find teachers for hard-to-staff schools [...]

Abstract. One way in which universities have sought to articulate the outcomes of a university education is through a description of the attributes of their graduates. Recent calls for universities [...]

THE EFFECTS OF SEATING ARRANGEMENT ON INTERACTION IN THE CLASSROOM. Brettjet L. Cody, University of Memphis, Memphis, Tennessee. Research suggests that peer interaction in the classroom promotes academic achievement. The [...]

Exposure to music, both in and out of school, is tied to higher student achievement in mathematics and reading, according to a study published in Social Science Quarterly. Research by [...]