Can High School Achievement Tests Serve to Select College Students?     

Adriana D. Cimetta  Jerome V. D'Agostino  Joel R. Levin 《Educational Measurement》2010,29(2):3-12

Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed.  相似文献   

Protective Factors for School Readiness Among Children in Poverty     

Matthew R. Holliday  Adriana Cimetta  Christina A. Cutshaw  David Yaden  Ronald W. Marx 《Journal of Education for Students Placed at Risk》2014,19(3-4):125-147

The economic status of families and their children's learning outcomes are closely related. For example, children living in poverty tend to score worse on measures of reading and math performance than their more affluent peers, and this achievement gap is present by kindergarten. In this study, we identified protective factors associated with school readiness among an Arizona sample of children living at or below the federal poverty line (N = 230). Using multiple linear regression, we examined the association between assessments of school readiness, health status, childcare hours, home language, parent engagement, and parent education. We found that increased weekly childcare hours and better health were associated with higher proficiency in math, literacy, and approaches to learning, and may serve as resilience factors for children in poverty that may contribute to closing the achievement gap.  相似文献   

Auditory Context and Memory Retrieval in Young Infants   总被引：1，自引：0，他引：1  

Jeffrey Fagen  Joyce Prigot  Marjorie Carroll  Liane Pioli  Adam Stein  Adriana Franco 《Child development》1997,68(6):1057-1066

Three-month-old infants were trained to move an overhead crib mobile while 1 of 2 musical selections was played. Retention was assessed 1 or 7 days later in the presence of either the same music or a different musical selection. in Experiment 1, the musical selections were very different (classical versus jazz); in Experiment 2, they were much more similar (two classical pieces). Infants in both experiments displayed 1 day retention regardless of wich music was played during the retention test. At 7 days, retention was seen only when the music played during the retention test matched the training music. These data are consistent with similar findings showing that 3-month-old infants'memory is disrupted at long retention intervals when the context present during retention testing does not match the learning context. As the infant's memory wanes, context appears to function as a necessary cue for the retrieval of acquired expectancies.  相似文献   

Social origins,academic strength of school curriculum and access to selective higher education institutions: Evidence from Scotland and the USA     

Adriana Duta  Brian An  Cristina Iannelli 《Higher Education》2018,75(5):769-784

This paper analyses the role that different components of the academic strength of the secondary-school curriculum (i.e. number, subjects and grades of advanced academic courses) play in explaining social origin differences in access to prestigious universities (but also to other higher education institutions) in Scotland and the USA. A central aim of the paper is to investigate whether the mechanism behind the studied patterns of inequality differs depending on the characteristics of each educational system. Our results show pronounced social class gaps in entering top higher education institutions in both Scotland and the USA. Academic curriculum plays an important role in explaining these social class differences in both countries. However, while in Scotland type of subjects taken at an advanced level is the strongest mediator for the identified social class differences, in the USA, number of advanced subjects is the strongest. Moreover, taking into account the three academic components combined entirely explains the social class differences in Scotland. Considerable inequalities which are not explained by the strength of academic curriculum remain in the USA.  相似文献   

Social inequalities in attaining higher education in Scotland: New evidence from sibling data     

Adriana Duta  Cristina Iannelli  Richard Breen 《British Educational Research Journal》2021,47(5):1281-1302

Over the last decades, various policies at national and local levels have been implemented to widen participation in higher education (HE) in Scotland and more widely in the UK. Despite this, the acquisition of a HE qualification is still largely determined by the family in which individuals are born. Our study provides new evidence on the extent to which family factors matter by examining sibling data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources. Random effects linear probability models are used to analyse individual and family-level variance in the chances of obtaining a HE qualification. Our results show that about 40% of the variation in the chances of attaining a university degree is explained by siblings’ shared family characteristics and about a third of this share is explained by parental social class, education and housing tenure. A high degree of sibling similarity in the outcome was found across all social-origin classes. However, while siblings of advantaged families are alike because they both graduated from HE, siblings of disadvantaged families are alike because neither of them did. We suggest that parental compensatory strategies in the former families and economic constraints in the latter families may explain such stark patterns of inequality. Finally, we do not find evidence that the availability of sub-degrees makes a difference to these patterns.  相似文献   

声发射方法研究Co-40Cr合金高温氧化过程的膜/基界面缺陷     

靳惠明  张剑峰 《东南大学学报》2006,22(1):125-129

用热重分析(TGA)研究了Co-40Cr合金及其离子注钇样品在1 000℃空气中的恒温氧化动力学规律.用扫描电镜(SEM)对不同样品表面Cr2O3氧化膜的形貌进行了观测.用声发射(AE)方法对合金表面氧化膜在恒温生长阶段和空冷阶段的开裂与剥落进行了实时监测,根据相应的氧化膜开裂模型,对声发射信号在时域和数域上的分布情况进行了分析.结果表明离子注钇降低了Co-40Cr合金的恒温氧化速率,并提高了合金表面Cr2O3氧化膜的抗开裂和抗剥落性能.离子注钇提高合金抗氧化性能的主要原因在于钇细化了合金表面Cr2O3氧化膜的晶粒,提高了氧化膜的高温塑性和蠕变能力,并且显著降低了Cr2O3/Co-40Cr界面缺陷的数量和大小.  相似文献   

Mentorship Matters: Does Early Faculty Contact Lead to Quality Faculty Interaction?     

Marcia V. Fuentes  Adriana Ruiz Alvarado  Jennifer Berdan  Linda DeAngelo 《Research in higher education》2014,55(3):288-307

This study seeks to understand the factors that contribute to a type of student–faculty interaction known to have particular benefits for students, faculty mentorship. Using three-time-point data from the Cooperative Institutional Research Program at the University of California, Los Angeles, this study employed structural equation modeling to investigate the relationship between contact and communication with faculty in the first year of college and faculty mentorship in the senior year. Results suggest that early interaction with faculty serves as a socialization process in college that leads students to have more meaningful interactions with faculty later in college, in the form of mentorship. The study extends the field’s understanding of faculty mentorship and offers important implications for institutional practices.  相似文献   

Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization     

Adriana J. Uma?a‐Taylor  Stephen M. Quintana  Richard M. Lee  William E. Cross Jr.  Deborah Rivas‐Drake  Seth J. Schwartz  Moin Syed  Tiffany Yip  Eleanor Seaton  Ethnic  Racial Identity in the st Century Study Group 《Child development》2014,85(1):21-39

Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals’ ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods.  相似文献   

Two Mazahua (Mexican) communities: introducing a collective orientation into everyday school life     

Ruth Paradise  Adriana Robles 《European Journal of Psychology of Education - EJPE》2016,31(1):61-77

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Youth in the context of chronic unemployment in Spain and Brazil     

Adriana D’Agostini 《International Journal of Lifelong Education》2020,39(1):18-30

ABSTRACT

The article argues that chronic unemployment has become the main context of youth policies in Spain and Brazil. Our point is that the current structural crisis of the capitalist system eventually provokes chronic unemployment. To be precise, both business and international organisations have endorsed structural adjustments and austerity policies that have destroyed productive forces through expropriation and exploitation in many countries, thus expanding chronic unemployment despite youth policies claiming otherwise. In Spain, two public policies try to circumvent the adverse situation of many youth, namely: the Quality of Education Act (LOMCE) and the Youth Guarantee Scheme. Brazil follows the same logic of these policies through initiatives such as the High School reform and Projovem program. However, in both countries the structural crisis threatens the future of young generations despite these fashionable policies exclusively targeted to them.  相似文献