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Burns, Kathleen; Ellegood, William A.; Bernard Bracy, Jill M.; Duncan, Mimi; Sweeney, Donald C., II. – Journal of Advanced Academics, 2019
This article presents an exploratory case study examining the effects of different early college credit programs on time to baccalaureate degree attainment at a metropolitan Midwestern United States land grant university. We developed a Cox proportional hazards regression model of a students' time to degree attainment as a function of their…
Descriptors: Program Effectiveness, High Schools, Higher Education, Acceleration (Education)
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Sloan, Pessy J. – Journal of Advanced Academics, 2018
This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study…
Descriptors: Public Schools, High Schools, STEM Education, Honors Curriculum
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Russell, Joseph L. – Journal of Advanced Academics, 2018
The purpose of this study was to form a deeper understanding of how high school teachers view giftedness and gifted education. Open-ended surveys and interviews were conducted with high school teachers in a suburban school district with three large high school, and data were analyzed using a grounded theory methodology. Data were collected and…
Descriptors: High Schools, Secondary School Teachers, Teacher Attitudes, Academically Gifted
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Dixson, Dante D.; Roberson, Cyrell C. B.; Worrell, Frank C. – Journal of Advanced Academics, 2017
Grit, growth mindset, ethnic identity, and other group orientation are four psychosocial variables that have been associated with academic achievement in adolescent populations. In a sample of 105 high achieving African American high school students (cumulative grade point average [GPA] > 3.0), we examined whether these four psychosocial…
Descriptors: African American Students, Correlation, Psychological Patterns, Social Influences
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Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa; Putallaz, Martha – Journal of Advanced Academics, 2017
The relations of academic and social goal orientations to academic and social behaviors and self-concept were investigated among academically talented adolescents (N = 1,218) attending a mastery-oriented academic residential summer program. Results supported context effects in that academic mastery goal orientations predicted academic (in-class…
Descriptors: Middle School Students, High School Students, Academically Gifted, Residential Programs
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Ritchotte, Jennifer A.; Suhr, Diana; Alfurayh, Naif F.; Graefe, Amy K. – Journal of Advanced Academics, 2016
High achieving students or "bright children" are often denied access to gifted services because they do not meet "gifted" criteria. Although psychosocial factors play an integral role in academic success, and can be useful in providing a clearer picture of student need, they are seldom considered in the decision to identify a…
Descriptors: High Achievement, Academically Gifted, Student Characteristics, Talent Identification
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Margot, Kelly C.; Rinn, Anne N. – Journal of Advanced Academics, 2016
To provide further generalizability for the results garnered by two previous studies, the authors conducted a methodological replication. In addition to adding to the body of replication research done with gifted students, the purpose of this study was to examine perfectionism differences among gifted adolescents in regards to gender, birth order,…
Descriptors: Personality Traits, Academically Gifted, Adolescents, Replication (Evaluation)
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Dickinson, Emily R.; Adelson, Jill L. – Journal of Advanced Academics, 2016
Practitioners and researchers interested in understanding student achievement, its predictors, and how it relates to other student outcomes are likely unaware of how the source information about achievement may offer subtly different pictures. This study applies multitrait-multimethod (MTMM) confirmatory factor analysis (CFA) within a structural…
Descriptors: Student Evaluation, Academic Achievement, Factor Analysis, Multitrait Multimethod Techniques
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Steel, Allison; Erhardt, Robert; Phelps, Richard; Upham, Peter – Journal of Advanced Academics, 2015
We analyzed data from 65 schools that are U.S. members of The Association of Boarding Schools (TABS) to estimate how TABS member school graduates who enter college compare with college entrants from non-boarding schools on several long-term quality-of-life estimates. Although TABS students are more likely to graduate college than the population of…
Descriptors: Boarding Schools, Outcomes of Education, Employment, Income
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Eddy, Colleen M.; Quebec Fuentes, Sarah; Ward, Elizabeth K.; Parker, Yolanda A.; Cooper, Sandi; Jasper, William A.; Mallam, Winifred A.; Sorto, M. Alejandra; Wilkerson, Trena L. – Journal of Advanced Academics, 2015
There exists an increased focus on school mathematics, especially first-year algebra, due to recent efforts for all students to be college and career ready. In addition, there are calls, policies, and legislation advocating for all students to study algebra epitomized by four rationales of the "Algebra for All" movement. In light of this…
Descriptors: Algebra, Mathematics Instruction, Educational Policy, Course Content
Park, Kelly; Caine, Vera; Wimmer, Randolph – Journal of Advanced Academics, 2014
Enriched high school curricula like the Advanced Placement and International Baccalaureate Diploma programs are endorsed as "pathway programs" for postsecondary-bound students. Program participation is perceived to have benefits that appeal to a broad stakeholder group of universities, administrators, teachers, students, and parents. In…
Descriptors: Advanced Placement Programs, Secondary School Curriculum, Educational Research, Qualitative Research
Almarode, John T.; Subotnik, Rena F.; Crowe, Edward; Tai, Robert H.; Lee, Geesoo Maie; Nowlin, Fiona – Journal of Advanced Academics, 2014
The purpose of this study is to investigate the association between self-efficacy and maintenance of interest in science, technology, engineering, and mathematics (STEM) resulting in completion of an undergraduate degree in a science related area. To pursue this analysis, the researchers surveyed 3,510 graduates from selective specialized science…
Descriptors: Self Efficacy, STEM Education, Student Interests, Undergraduate Students
Tofel-Grehl, Colby; Callahan, Carolyn M. – Journal of Advanced Academics, 2014
Using observations and interviews, the researchers explore the experiences and perspectives of students, teachers, and administrators at six specialized high schools with a focus on science, technology, engineering, and mathematics (STEM) as they pertain to the practices and structures affecting student outcomes. Four themes were found to be…
Descriptors: STEM Education, Observation, Interviews, High School Students
Bruce-Davis, Micah N.; Gubbins, E. Jean; Gilson, Cindy M.; Villanueva, Merzili; Foreman, Jennifer L.; Rubenstein, Lisa DaVia – Journal of Advanced Academics, 2014
The present qualitative study was conducted in response to federal initiatives aimed at increasing the number of science, technology, engineering, and mathematics (STEM) schools in the United States; and to better understand STEM high school administrators', teachers', and students' perceptions of the characteristics of the curricular and…
Descriptors: Qualitative Research, STEM Education, Administrators, Secondary School Teachers
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Howley, Aimee; Howley, Marged D.; Howley, Craig B.; Duncan, Tom – Journal of Advanced Academics, 2013
In recent years, some school reformers have come to see early college and dual enrollment as mechanisms for increasing the academic engagement and performance of a range of students beyond those exhibiting high academic achievement or ability. Despite purported benefits, research on the dynamics of such programs is limited. This case study adds to…
Descriptors: Educational Change, Qualitative Research, Data Analysis, Dual Enrollment
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