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This study explored the link between teachers' inputs and students' academic achievement in the JSC Mathematics for the period 2006 to 2010. One hundred and fifty secondary schools selected from 573 secondary schools in the country constituted the target population. One hundred and sixty-four JSC mathematics teachers from the 150 secondary schools participated in the study, with the final JSC Mathematics results of the students serving as the dependent variable of the study. Mathematics teachers' input data (academic qualifications, teaching experience and subject specialisation) were collected from a questionnaire developed by the researchers. Standard multiple regression was used to analyse the link between teachers' inputs and students' academic achievement in JSC Mathematics at P < 0.05and P < 0.10 respectively. The study found that teachers' academic qualifications and subject specialisation had a significant and positive relationship with students' academic achievement in JSC Mathematics. Teachers' gender, however, was not significantly related to students' academic achievement in JSC Mathematics. This is the first time within the Namibian context that we have empirically demonstrated the link between teachers' inputs and students' academic achievement in JSC Mathematics. The study therefore provides support for the policy initiatives that seek to link teachers' academic qualifications, subject specialisation and teaching experience to employment and classroom allocation.

Das Bundesland Berlin veröffentlicht seit dem Schuljahr 2013/14 die durchschnittlichen Abiturnoten der einzelnen Schulen. In unserem Beitrag analysieren wir in einem quasi-experimentellen Design, ob diese Veröffentlichung von Leistungsdaten für Einzelschulen Auswirkungen auf die Anmeldungen an den Berliner Schulen und für Veränderungen in der Zusammensetzung der Schüler*innen hatte. Unsere Analysen zeigen, dass die Zahl der Schüler*innen tendenziell in jenen Schulen am stärksten gestiegen ist, die gute durchschnittliche Abiturnoten erzielten und da am stärksten abnahm, wo die Abiturnoten am schlechtesten waren. Für die Zusammensetzung der Schüler*innen mit Lernmittelbefreiung oder nach nichtdeutscher Herkunftssprache hatte die Veröffentlichung der Abiturnote keinen eindeutigen Einfluss. Allerdings zeigen unsere Analysen auch, dass Abiturnoten nicht einfach miteinander verglichen werden können, ohne den Kontext zu berücksichtigen, in dem diese erreicht wurden. Denn die durchschnittlichen Abiturnoten lassen sich sehr stark über die soziale und ethnische Zusammensetzung der Schulen aufklären.

In this study we investigated determinants of the graduation rate of public alternative schools by analyzing the most recent, nationally representative data from Schools and Staffing Survey 2007-2008. Based on the literature, we built a series of three regression models via successive block entry, predicting the graduate rate first by (a) student demographics, then by (a) student demographics and (b) staffing characteristics, and finally by (a) student demographics, (b) staffing characteristics, and (c) school processes, with a purpose to compare the models to study the effects of those variables more amenable to policies (i.e., staffing characteristics and school processes). Among others, we found (a) that staffing characteristics and school processes are important blocks of variables to predict the graduation rate, (b) that summer programs and Hispanic teacher ratio are positively associated with the graduation rate, with having same teachers for 2 years or more being a marginally positive predictor, and (c) that having the traditional grade structure and providing day care are negatively correlated with the graduation rate. Implications of our findings for policy and future research are discussed.

IntroductionEducational attainment is known to be related to family size, birth order, and the educational achievement of an older sibling.
ObjectiveThis study examines younger siblings in large families, exploring the extent to which each older sibling's educational attainment is associated with attainment of the younger sibling.
MethodsLinkable administrative data were used to create a population-based cohort of third children in three child families born in Manitoba, Canada between April 1, 1984 and March 31, 1994, who stayed in the province until at least age 20 (n = 5,771). Logistic regression models were used to examine the relationship between the youngest siblings' educational achievement and that of their older two siblings, adjusting for a series of confounders.
ResultsYoungest siblings have the greatest odds of graduating from high school if both older siblings graduated. Females also had greater odds of graduating if only one of those older siblings had graduated; this did not increase the odds for males. Associations in educational attainment were stronger when siblings were born close together. For siblings born further apart, these associations were stronger if those siblings were of the same sex as the youngest sibling.
ConclusionsIn large families, the educational attainment of each older sibling is associated with the educational attainment of the younger sibling; associations differ depending on the birth order and sex of the older siblings. Families in which older siblings do not graduate from high school may be experiencing numerous challenges. Children with older siblings who fail to graduate may benefit from additional supports to increase their likelihood of graduation.

In the previous ed. Boardman's name appeared first on the t.p. ; Mode of access: Internet.

Holocaust Education in Egyptian Seconday Schools is a thesis completed by Marisa Claire Jones under the supervision of Dr. Joel Bein in at the American University in Cairo. The aim of this project was to determine how the Holocaust is taught in Egyptian secondary schools, with a focus on materials, textbooks and instructional style used in this process. To gain data and information for the thesis, background information was collected on the phenomenon of Holocaust denial and on the topic of Holocaust education in Germany, Israel and Egypt, involving the role played by political and ideological currents dominant in these societies at certain junctures in shaping the way school curriculums portray the Holocaust. I determined through the course of textbook analysis, teacher interviews and classroom surveys that students enrolled in private schools where the curriculum, textbooks and teaching staff are partially or totally separated from the national history curriculum have a greater understanding and more open recognition of the Holocaust than children who attend public, or "national" schools, as I commonly refer to them. This may be due in large part to the inaccurate and distorted image of Jews and Jewish history depicted in the national curriculum's history, which culminates in an open denial that the Holocaust occurred. The pattern of increased Holocaust coverage in schools removed from the government's curriculum and standards was pronounced although not absolute. My research rested on the data I gathered and the interviews I conducted from six different Cairo schools, including a private Islamic school, several prestigious private schools, a German school following the German national curriculum, a school teaching the content of the Egyptian national history curriculum and from a thorough examination of the national system's history lessons as presented in two commonly-used textbooks. I followed these interviews with a survey of freshman students at the American University in Cairo which looked at the relationship between the type of secondary school they had attended and their grasp and opinions on the Holocaust.