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The Further Education (FE) sector has been the Cinderella of English education, attracting less research, despite the large number of students who attend FE colleges. We ask whether the post‐16 institution attended by the pupil, i.e. FE college or school‐based provision, influences pupils' final achievement and whether the gain in pupil achievement at A level is greater in FE colleges as compared with school‐based provision. Allowing for the fact that FE colleges admit more disadvantaged pupils, those who attend an FE college do marginally less well at A level. Sixth form colleges have significantly higher value‐added, particularly for higher achieving pupils.

A number of factors have been identified that affect academic achievement of learners. Among these factors, organizational culture seems to be a key factor. This is a complex factor characterized by many variables. To classify the variables included in organizational culture, a theoretical model was constructed. Two sets of variables were identified from the model: the tangible and intangible variables. The findings in this research indicate that a healthy and positive organizational culture exists in high-achieving schools whereas the same cannot be said for lowachieving schools. A positive organizational culture seems to exercise an exceptionally positive influence on members of a school and is instrumental in directing their behavior in achieving the stated goals of the school. It is recommended that management strategies should be developed and put in place to improve the organizational culture of low-achieving schools with the aim of improving their academic achievement.

This is a survey study that investigated the factors that determine adolescents' academic achievement. A total of 300 senior secondary school students randomly selected from different secondary schools were used as samples for the study. The AP5FI (Academic Performance 5-Factor Inventory) by Aremu (2002) was used to collect data for the study. The instrument has a coefficient value of 0.79 (Aremu and Sokan, 2002). The data collected with the instrument was analyzed using multiple regression analysis. Two research questions were raised and tested in the study. The result of data analysis showed that the combined effect of the five independent variables on students' academic achievement was statistically significant (F=9.57, P<0.05). The result also showed that the causations resident in child and family made the most significant contribution to students' academic achievement (P<0.05) while the other independent variables - school, society and government - did not contribute significantly (P<0.05). Recommendations were made to affect the poor academic performance in secondary school. The implication of the findings of this study is that stakeholders in the educational system should present education in a light that would motivate the child. Parents and guardians should provide an academically stimulating environment for the children at home in order to enhance their academic performance.

The school is a powerful agency in the development of behaviour of the child. It is a miniature of society in which children live, make interactions, get all round development, get socialized and perform mostly function under the supervision of their teachers or instructors. The school is a formal socializing institution which differs from the family. The development of child is influenced by various factors of school like physical development, moral development, emotional development, intelligence level, environment, population, socio economic condition, nutrition, age, type of schools, language, customs, beliefs, rituals, caste, religion, colour and most importantly its social culture & festivals. The present study was undertaken to study the academic stress and academic achievement of government and private secondary school students. The sample of the study comprised of 300 (150 from government and 150 from private) secondary school students which were selected randomly from 12 schools of district Patna, Bihar. For Academic stress, Statements was used and For Academic Achievement, aggregate percentage of marks obtained in previous examination was used for data collection. Results revealed that private secondary school students differ significantly on 'Acceptance' dimension of academic achievement while as on composite score both government and private secondary school students differ significantly. Further, private secondary school students showed secondary academic performance rather than government school students.

The school is a powerful agency in the development of behaviour of the child. It is a miniature of society in which children live, make interactions, get all round development, get socialized and perform mostly function under the supervision of their teachers or instructors. The school is a formal socializing institution which differs from the family. The development of child is influenced by various factors of school like physical development, moral development, emotional development, intelligence level, environment, population, socio economic condition, nutrition, age, type of schools, language, customs, beliefs, rituals, caste, religion, colour and most importantly its social culture & festivals. The present study was undertaken to study the academic stress and academic achievement of government and private secondary school students. The sample of the study comprised of 300 (150 from government and 150 from private) secondary school students which were selected randomly from 12 schools of district Patna, Bihar. For Academic stress, Statements was used and For Academic Achievement, aggregate percentage of marks obtained in previous examination was used for data collection. Results revealed that private secondary school students differ significantly on 'Acceptance' dimension of academic achievement while as on composite score both government and private secondary school students differ significantly. Further, private secondary school students showed secondary academic performance rather than government school students.

Purpose: The main purpose of this study was to assess the school leadership effectiveness and students' academic achievement in government secondary schools' of Guraghe Zone, SNNPR, Ethiopia. Methodology/Approach/Design: Co-relational research design and a quantitative research method were employed. The sample size included 225 secondary school teachers, principals, head departments and 2298 students' grade ten national examination results from 10 public secondary schools. Both primary and secondary data were used for this study. Results: The results showed that there is a positive and significant relationship between Leadership effectiveness and students' academic achievement (r=.653*, p<.0.041). The participants indicated that setting a clear school vision, promoting professional practice, developing a mechanism for teachers to share their experience impact students' academic achievement. Moreover, the results showed that the principal's effectiveness involves the teaching staff and enhances student achievement. Furthermore, the study indicated that there were positive and significant relationships (r=.653*, p<.0.041) in the mean academic achievement among the sampled secondary school and the two years CGPA of 2009-2010E.C.`Q Practical Implications: The findings might have practical implications for concerned authorities. Schools and teachers should apply the recommendations of the study to bring improvement in students' achievement. Originality/Value: There was an association with a significant relationship that existed between school leadership effectiveness and students' academic achievement. Moreover, the focus should be on the development of qualified and experienced teachers with strong school leadership effectiveness abilities to improve learning and students' achievement.

Abstract The study was undertaken to examine the Emotional Intelligence and Academic Achievement of Secondary School Students. The sample of the study comprised of 160 secondary school students (80 boys and 80 girls) of class 10 grade selected randomly from various secondary schools of Jamshedpur city of East Singhbhum district. The study was done on the basis of locality, management, and gender. The data was analyzed with the help of mean, standard deviation, t-test and correlation. The findings of the study revealed that there is a positive correlation between emotional intelligence and academic achievement of secondary school students. The study further reveals that there is no significant difference between boys and girls with respect to emotional intelligence and also their academic achievement. Whereas it is found that there is a significant difference between rural and urban secondary school students in the aspect of emotional intelligence and academic achievement. Also, there is a significant difference found between private and government secondary School students in respect to both emotional intelligence and academic achievement.

Abstract The study was undertaken to examine the Emotional Intelligence and Academic Achievement of Secondary School Students. The sample of the study comprised of 160 secondary school students (80 boys and 80 girls) of class 10 grade selected randomly from various secondary schools of Jamshedpur city of East Singhbhum district. The study was done on the basis of locality, management, and gender. The data was analyzed with the help of mean, standard deviation, t-test and correlation. The findings of the study revealed that there is a positive correlation between emotional intelligence and academic achievement of secondary school students. The study further reveals that there is no significant difference between boys and girls with respect to emotional intelligence and also their academic achievement. Whereas it is found that there is a significant difference between rural and urban secondary school students in the aspect of emotional intelligence and academic achievement. Also, there is a significant difference found between private and government secondary School students in respect to both emotional intelligence and academic achievement.

Deux composantes du systeme de stratification sociale des ecoles secondaires sont reliees aux aspirations scolaires des etudiants. Ces facteurs sont l'arrange‐ment des cours en programmes d'etudes et 1'evaluation du rendement de l'etu‐diant. Ce dernier facteur est apprecie a partir de l'experience de l'echec par l'etudiant et du taux des echecs dans son ecole. L'analyse des donnees recoltees aupres d'un echantillon a l'echelle canadienne d'etudiants frequentant trois cent soixante (360) ecoles secondaires, met en relief le fait que le programme d'etude dans lequel on place un etudiant est le facteur qui influence le plus ses projets scolaires. L'impact des variables se rapportant aux echecs est aussi d'une grande importance. Les donnees indiquent egalement que la position de l'etudiant dans le systeme de stratification scolaire est plus fortement associee a ses projets scolaires qu'a la position de son pere dans la structure professionnelle.Two components of the stratification system within secondary schools are related to the educational intentions of students. These factors are the organization of the curriculum into programmes of study and the evaluation of the students' performance. The latter is considered from the point of view of the experience of failure by the student and of the rate of failure in the school. The analysis of data collected from a Canada‐wide sample of students in 360 secondary schools reveals that the programme of study in which the student is placed has the strongest impact on his educational intentions; the effect of the variables pertaining to failure is also substantial. The data also show that the student's position in the school stratification system is more strongly related to his educational intentions than the position of his father in the occupational structure.

This study investigated the effect that day school in collaboration with boarding school would have on secondary school students' academic achievement in social studies. The post-test only experimental design was adopted. One null hypothesis was formulated and tested at 0.05 level of significance. The instrument for data collection was a-25 item teacher made Social Studies Achievement Test (SOSAT) which was validated and reliability index of 0.83 was established. Using the simple random sampling technique, one junior secondary II (JS II) class made up 45 students from each of a day school and a boarding school was selected and divided into two groups namely experimental group (day school students) and control group (boarding school students) and investigated. Each of the two groups was taught social studies for 9 weeks by only one social studies teacher. At the end of the 9th week of the study, the post-test was administered on the students to determine difference in academic performance if any between the two groups. Using means and t-test in analyzing the data, the result showed that, boarding school students significantly performed better than day school students in social studies. The study recommended among others that, government and individual day secondary schools should periodically organize workshops and seminars on how day school students can improve their academic performance in social studies and other subjects.