Is Holly Grove High School?

7. Among freshmen at a certain university, scores on the Math SAT followed the normal curve, with an average of 550 and an SD of 100.

Within this specific scholarly, peer-reviewed article the problem that was assessed by the researchers was whether a couple different types of group counseling had any effects on ninth-grade at-risk students’ characteristics (Page, R.C., & Chandler, J., 1994). To become more specific with the problem the researchers wanted to address, null hypotheses were created that consisted of: “There will be no significant differences among the effects of activity-oriented self-concept building group counseling, discussion-oriented group counseling, and no group counseling on the self-concepts of the participants of these groups and There will be no significant differences among the effects of activity-oriented self-concept building group counseling, discussion-oriented group counseling, and no group counseling on problem school behaviors (including school attendance, academic performance, and numbers of disciplinary referrals) of the participants of these groups (Page, R. C. & Chandler, J., 1994). The sample used to carry out this study consisted of thirty-six out of

The first psychology class that I enrolled in was an elective. After taking the class, I realized that psychology is relevant to every individual’s life and during my course of study, test anxiety and effects of divorce in adolescence caught my interest. Test anxiety has interested me since I took the SAT in high school. I had excellent grades in school, but I was concerned about my chances of getting into the college of my choice due to my low SAT score. I would like to work with students to find ways to relieve this anxiety and offset low-test scores. I first became interested in the effects of divorce after my parents separated during my freshman year of college and I observed my siblings and my different reactions to the event. After watching my brother shut down because of the divorce, I realized that many people react to stressful events differently and I want to work with students to cope with such situations in a positive fashion.

Currently, there are around 37 thousands schools in the United States. Each year, there are more than a million students that applying for college institutions (National Center for Educational Statistics). As an university admission office, it is often difficult to select students based on numbers and words that show up on their application without knowing the applicant. Since there are many factors and can impact a student’s high school experience and performance, it is unfair to be comparing every student in the United States with a same standard. In order to minimize these differences, standardized tests were invented along with the No Child Left Behind act in 2001 which enforced all students to participate. Ideally, standardized tests are objective and graded by computer. The test is expected to be evaluating all students with the same standards. While the educators and designers of the standardized tests focus on generating a test that allows them to compare all students fairly, they abandon the fact that all students’ resources and backgrounds are inevitably different. Assuming that all elements of an educational system serve to benefit students’ learnings, standardized testing is an inadequate method of evaluation due to its negative impact on students and teachers’ mindsets, inaccuracy in evaluation of students’ abilities, and the

ability to do well in other subjects. The improvement in test scores in Mathematics and Reading

d. What was measured? What were the variables? – The English Worry and Anxiety Questionnaire measured general anxiety disorder symptoms. A high score represented more symptoms. The Penn State Worry Questionnaire measured the severity of trait worrying. The higher the score the more severe. The English Why Worry II measured the correlation of positive beliefs and worry. A high score indicated stronger beliefs in positive correlation. A subscale was also implemented to measure worry aids, worry motivates, worry protects from negative emotions after negative events, the act of worrying prevents negative events, being a high worrier is a good personality trait. The Metacognitions Questionnaire measured beliefs regarding worry, memory and thought awareness. It also consisted of five subscales that measured: positive beliefs,

The academic performance at Central Falls High School (CFHS) has historically trailed behind the average school performance numbers for the state of Rhode Island. According to the article, 271 freshmen entered Central Falls High School in 2005, but only 47 percent reached graduation four years later. Other data revealed that other 33.5 percent of the students dropped out, 12.5 percent were held back, and 7 percent received a General Equivalency Diploma. Data also revealed that only 55 percent of the student body was considered to be proficient in reading and only 7 percent proficient in math. These statistics showed little improvement by 2008, where the math proficiency rose another 3 percent (Donnelly & Rochefort, 2011).

Kyle was a 15 year old, Caucasian, ninth grade student. Kyle’s appearance was that of an average teenage, athletic male. He was of average height, athletic build, with a crew cut hairstyle. He lived in a nice neighborhood in a two parent household. Both of his parents have college degrees and were former education professionals, but changed to alternative careers. During the time in which this case study was conducted, Kyle’s dad was a pharmaceutical sales representative, while his mother was a stay-at-home-mom. By Kyle’s mother being a stay-at-home-mom, she was very involved in his academic studies and extracurricular activities. Kyle’s mother scheduled a conference at the beginning of the academic year to discuss Kyle’s condition and needs. She described Kyle to be well-mannered, a people-pleaser, conscientious of his limitations, extremely slow to complete tasks, and has trouble staying focused. Kyle began attending Butler High School during the first semester of his ninth grade year. For the duration of his elementary and junior high years, Kyle attended a small, local lab school. The adjustment from the small lab school to the large public high school seemed to be a challenge for Kyle, as the lab school was small and catered more to Kyle’s needs. The teachers and counselor at Butler High School are beginning to see more of Kyle’s support needs due to the change in school demographics and attention given. Kyle’s achievement data through his good grades

The placed students scored a higher mean score of 22.97. The standard deviation is 4.56, which shows the difference from the mean as 4.56 (Brown, 1998).

This survey spans across the mid-level and high-level schools of United States, which are believed to represent a cross-section of the national population. About 66 – 80% of the American schools participate in the survey on an average, and the students’ participation rate stands at an average of 79 – 83%.

The problem selected for this discussion post will be on grade retention. Grade retention for many years has been in the public eye, since former President Clinton ended the “Social Promotion” in 1999, and especially, when President Bush implemented in 2002 the “No Child Left behind Act” (Hong, G., 2005). Thus, the No Child Left behind Act, addresses that every states set guidelines in the reading and math curriculum. Further, Goldberg (2004) revealed in a research study conducted that 30% to 50% of ninth graders have repeated a grade during their school years. According to Renaud, G. A., (2013) & Al-Fadhli et al, (2010) states that the No Child Left behind Act, was put in place for teachers and schools, however, these high stake test impacted

There are a variety of topics that are interesting in life. This interest may then become a point of inquisition, where an individual may formulate a relationship between two variables, which may or may not influence each other. Next, a hypothesis is formed and tested. In this same manner, a school educator was interested in determining the potential relationship between grade point average (GPA) and IQ scores among ninth graders. The educator random sampled 30 ninth graders, ages 14 years old and administered the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). This writer will be expanding further on this topic and will formulate the null and alternative hypothesis, describe the four scales of measurement, describe whether if there is a correlation significant (positive, negative, or no correlation) enough between both variables, describe the strength of the relationship, describe what the results reveals about the hypothesis, and what conclusions can be drawn from the results.

The mean for group one (Juniors) was 7.61and the standard deviation was 1.08. 7.61(1.08) group two (Seniors) the mean was 8.00 and the standard deviation was 1.30. 8.00(1.30) with a level of significance of .05.

In every school and in every classroom, it becomes apparent that the grouping of students becomes necessary. The necessity arises as the pressure mounts to improve student achievement. The pressure increases as the school and district release standard testing results to the public. Once this data becomes public knowledge the schools in the district are ranked by their levels of achievement. One of the ratings is a school with a high number of scores below grade level being labelled as a low performing school. The school then labels the students who score below grade level as low performing. According to Papay, Mumane & Willett “…students receive abundant information about their educational performance, but how this information affects future educational performance-investment decisions is not well understood” (Papay, Mumane & Willett, 2016). My interest in this subject is related to the determination that once students are labelled as low performing will it affect their desire to improve their academic achievement level or hinder their progress.

The study by Reynolds and Weigand was conducted in 2010, which means that all sources used by researchers should be evaluated from that perspective, counting 5 years from the publication year as more recent and older sources that have no fundamental value as irrelevant. Reynolds and Weigand (2010) have utilized 40 sources in their research, with only 8 of them being recent (6 of 2005 year, 1 – 2006, and 1- 2007), and the rest being irrelevant, dating back to 1985. Therefore, the investigators did not report on the recent and relevant literature, using outdated sources for backing up their findings and justifying their research. Although the investigators’ language seems neutral and objective, the sections reporting about limitations of the study brings all biases and drawbacks to discussion, revealing sample size, lack of generalizability, and use of first-semester GPA for evaluating students’ academic achievement are cited as the major limitations.