This chapter presents findings from a national research study with a sample of nearly twenty thousand first-year students on how students' experiences and campus programs affect key academic outcomes of the first year. (Contains 4 tables and 1 figure.)

This article seeks on strategies to help low achievers persist with learning mathematics. The author discusses an 11-week teaching project with six primary school children who struggle in learning mathematics. It begins with the introduction of affective (emotional) strategies, and followed by a period of consolidation of affective work and ends…

This mixed method study examined secondary student matriculation to two selected community colleges offering career and technical education (CTE) transition programs through partnerships with K-12 and secondary districts having numerous high schools. The study had two distinct components: (1) a secondary study that compared CTE and non-CTE…

"Count Us in: Achieving Success for Deaf Pupils" is a timely report. It comes when schools are becoming more confident in dealing with a wide range of additional support for learning needs. Schools are also more aware that they need to personalise experiences in order to meet pupils' learning needs. The report does point to strengths…

Many school systems find that information routinely collected about dropouts on the national level is not useful for describing or studying the nature of their dropout problem. This report presents comparisons of local dropout characteristics with results from national studies. A profile of dropout characteristics was obtained from a large urban…

Most athletes enter college with optimistic and idealistic goals and attitudes about their impending academic careers. However, athletic, social, and classroom experiences lead them to become progressively detached from academics. As a result, they abandon their earlier aspirations and expectations and gradually resign themselves to inferior…

This article describes common student traits found from analysis of self-reported experiences of six radically accelerated gifted youths. It concludes that intellectual ability far above the average and student eagerness to accelerate are prerequisites for successful radical acceleration. Descriptions by two students of their accelerated programs…

The effects of living on campus on educational gains were estimated for a sample of African American college students. This study also examined the effects of specific residence hall experiences on African American students' educational gains in college. Controlling for an extensive array of demographic characteristics, institutional…

The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, called for the Texas Education Agency (TEA) to establish a pilot project to "immerse" schools in technology by providing a wireless mobile computing device for each teacher and student, technology-based learning resources, training for teachers to integrate…

A study found that college freshmen (n=29) housed in a living and learning residence hall had higher grade point averages in all four semesters of their first 2 years of college, compared with those of a matched control group (n=55). The experimental group did not, however, have a higher retention rate. (MSE)

Three studies, requested by the Bureau of Indian Affairs, were conducted by the Southwestern Cooperative Educational Laboratory in Albuquerque, New Mexico, to provide information about the Indian high school student and graduate in the Southwest. These studies--a dropout study, a high school graduate follow-up study, and a 4-year longitudinal…

Social learning theory, attribution theory, and the stress-distress paradigm are used to develop a theoretical model for the psychological and social processes affecting dental student well-being and performance. Data from preliminary investigations are used to argue for the model components. (MSE)

Racial differences in the effects of intellectual and nonintellectual student characteristics and faculty attitudes and behaviors that significantly predict students' college performance are examined. Significant differences between black and white students' college performance and the predictors are discovered. (Author/MLW)

A study with 317 college freshmen found that the utility of the Learning and Study Strategies Inventory to predict academic achievement, beyond that which could already be predicted by student background and entry-level variables, was quite limited. (MSE)

Drawing on longitudinal data on 81 Illinois high school valedictorians, this study traced the consequences of economics, family, and college experiences on the early adult achievement of 8 African-American and Mexican-American valedictorians. Interview results indicate the post-high-school conditions that constrain achievement of even academically…