Abstract
The paper addresses school climate and achievement in relation to an inductive small sample study conducted in the Keele-Eglinton area. The paper relates that students conveyed concerns towards what would improve their achievement, but these did not match established bodies of research on school climate, ecological views, and what promotes school achievement or completion. The paper includes a reflective section and calls for student-focused and reductive as oppposed to theory-based further studies.

From the Paper
"This study refers to 20 surveyed high school students of the Keele & Eglinton area of Toronto, a neighbourhood associated with varied school results, middle class households found as often as youth gang activity and students living in low-income public housing environments. As a research project it has been intended to gather student impressions of their school, its climate, and ideas towards improving achievement outcomes. It is an inductive enterprise that may offer clues to improving school..."

Tags:sch climate, achievement, induction

Abstract
This paper looks at different theories of education to see which best explains the achievement gap. The paper decides that cultural discontinuity is the main theory explaining the achievement gap and explains why the other theories are not as good.

From the Paper
"The theory which best explains the achievement gap in education is cultural discontinuity. Cultural discontinuity argues that we cannot assign value judgements or measure different modes of communication against an Anglo middle class norm, because this is not representative of the student population as a whole anymore. We need to look at different modes of communication as culturally relative. There are differences in communication styles between students of color and the Anglo culture which are culturally based and just, presenting the Anglo culture in the schools leads to conflicts..."

Tags:education, achievement gap

Abstract
This paper provides an analysis of leadership and academic achievement in students from single parent versus dual parent families. The paper offers a review of literature related to the topic that includes outcomes, family and school factors, programs, and leadership. The paper discusses school success factors.

From the Paper
"This literature review concerning the topic of the role of leadership in academic achievement in single parent versus dual parent families, addresses the following areas relevant to this study; single parent versus dual parent families with achievement and related factors, school success factors, programs that aid students from single parent households, the role of leadership in successful programs, empirical studies of school leadership and conclusions.
"Marks reported that family size and family type affect student achievement..."

Tags:leadership, academic achievement, students, single parent families, dual parent families

Abstract
This paper presents an overview of memory and the different types of memory and then takes a look at the relationship between memory and academic achievement. The paper also describes tests used to measure memory and learning.

From the Paper
"This literature review, concerning the topic of the relationship between memory and academic achievement, addresses the following areas relevant to this study: history and overview of memory, different types of memory, memory and academic achievement, tests to measure memory and learning and a conclusion. Baddeley reported that whether memory needs to be regarded as a single system or two or more subsystems was a major controversy during the..."

Tags:memory, and, academic, achievement

Abstract
In this article, the writer notes that for many years there has been a considerable achievement gap in America. Most often this achievement gap is evident when comparing wealthy children to poor children. There are also achievement gaps along the lines of race and gender. The writer explores why these achievement gaps exist and the ways in which these gaps can be reduced. The writer also provides some facts concerning the types of achievement gaps that exist in America. The writer maintains that achievement gaps between white and black students begin in elementary school and exist throughout adulthood. The research suggests that such factors as poverty, under funding and racism play substantial roles in contributing to the achievement gap amongst American students.

Outline:
Introduction
Achievement Gap
Why Does an Achievement Gap Exist?
Poverty
Unequal Funding
Locus of Control
Acting White
Academic Disengagement
Reasons for Academic Disengagement
How to reduce the Achievement Gap
Adequate School Funding and School Choice
Better Trained and Better Paid Teachers
Detracking
Changing Perceptions
Discussion
Conclusion

From the Paper
"When schools do not have adequate funding they can not purchase enough books for every student, school equipment may be deteriorating and students may not have access to the technologies needed. A lack of these essential tools can make it difficult for students to thrive.
"In addition to adequate school funding, school choice may be needed in some districts. The issue of school choice is a controversial one but parents and students should not have to bear the cost of schools that are failing children and not providing them with the education needed to compete in the world. In a perfect world schools would get funding and well trained teachers but the reality is that in order to close the achievement gap some serious issues must be addressed and this may result in the temporary or permanent closing of underperforming or failing schools."

Tags:students, classes, standardized, tests, disparity

Abstract
This study examines racial/ethnic issues in relation to achievement motivation and perceptions of achievement motivation in groups of South African university students. The study asks if achievement motivation is significantly related to differences in students' racial/ethnic background. It also questions whether perceptions of other racial/ethnic groups' levels of achievement motivation are significantly related to differences in students' racial/ethnic background. It then asks if achievement motivation is significantly related to differences in where students attend school (Fort Hare or Western Cape) and whether perceptions of other racial/ethnic groups' levels of achievement motivation significantly related to differences in where students attend school (Fort Hare or Western Cape).

Introduction
Review of Literature
Methods
Conclusion
Sources

From the Paper
"The background of this study examination of achievement motivation as it relates to ethnic differences in groups of South African college students is really the history of South Africa and its ethnic diversity, tensions, and conflict. South Africa, located at the southern tip continent of Africa, has a population of 45.1 million people. It is slightly less than twice the size of Texas and boasts of high sweeping plateaus, towering mountains, deep valleys and beautiful beaches lining its long, fertile coast. Ethnically and racially diverse, South Africa is about 75.2 percent black, 8.6 percent Colored (mixed-race), 13.6 percent white, and 2.6 percent Indian. Most whites, coloreds and blacks (about 60 percent of each group) are Christians. However, there is a Hindu minority to which about 60 percent of the Indians belong; of the remaining groups, most are Muslims."

Tags:race, academic, ethnic, africa

Abstract
This paper provides a brief review of the literature pertaining to educational achievement among incarcerated inmates. Early, survey-based research suggested that incarcerated students showed higher educational achievement. In contrast, later research that used a standardized testing as a means of assessing student achievement showed that there were no differences in educational achievement between inmates and traditional on-campus students. The paper notes that a great deal of further research is required before we can fully determine the achievement of incarcerated inmates in comparison to traditional students.

From the Paper
"Educational achievement among incarcerated inmates is little understood. Incarcerated inmates are often seen as lacking in key critical thinking skills that may reduce their ability to perform well in higher education. This lack of critical thinking ability is sometimes seen as correlated to their tendency to commit crimes and appear in the criminal justice system. At the same time, these inmates are seen as having a high degree of commitment and motivation to higher education."

Tags:criminal, justice, education, prison

Abstract
This paper describes an experimental study with the purpose of determining whether positive peer relationships correlate with higher academic achievement. The writer discusses past research on peer acceptance and school performance, predicting achievement scores from peer acceptance and friendship status, negative peer treatment and achievement, and on the influence of peer groups on feelings of connectedness. The writer explains how the current study differs from past research and describes in detail the activities carried out with an intervention group and a control group. Both groups were given the California Achievement Test, Sixth Edition, before the study and are to be given it again at the end of the academic year after the study. The writer predicts how the graph of the results of the study should look for both groups with regard to both the CAT/6 and to social skills. The paper concludes with the prediction that the peer relationship training that participants would receive in the intervention groups would significantly elevate their scores in both CAT/6 and social skills, compared with the participants in the control groups. This paper includes figures.

Outline
Methods
Participants
Materials
Measures
Procedure
Results
Appendix A. CAT/6 Sample Questions

From the Paper
"My experiment will differ from the past research in that it will be an experimental study with an intervention group and control group. The past research was not able to manipulate variables and therefore had many confounding variables that could have skewed the results. I chose this study because I believe peer relationships and emotional functions have a huge impact on academic success during the early developing years of childhood. I believe that if there were more work done to help develop positive peer relationships; educational and achievement benefits would follow suit. The hypothesis of my paper is that children who participate in the intervention group will achieve more in academics and will be rated higher in positive social skills by their peers."

Tags:sample, socioeconomic, therapy, self-expression, victimization, competence, rejection, maltreatment

Abstract
This paper examines the role of the mentor in the academic achievement of low-achieving students. It focuses on the history of mentoring, the description of the mentoring process and the relationship between mentoring and student achievement. The paper concludes that in most cases mentoring is a process that benefits both parties and assists in improving conditions in the academic setting or in the workplace.

Table of Contents:
Abstract
Introduction
The History of Mentoring
The Mentoring Process
The Relationship Between Mentoring and Student Achievement
Conclusion

From the Paper
"As it related to academic achievement, the researchers focused on two measures of academic achievement: test scores and grades. The research results found that the mentored students in the first cohort were more successful academically that the students without mentors by the time 8th grade was completed. On the other hand, the mentored students in the second cohort actually did worse than the students without mentors. The researchers point out several reasons for the differences between these groups. One factor being the differences between the academic statuses of students in these groups. In addition, the participants were chosen differently between the two groups. The first cohort consisted of students that were chosen by teachers and the second was chosen randomly."

Tags:at-risk, academics, students, grades

Abstract
In this article, the writer offers an evaluation of student achievement in academia. In particular the researcher explores whether boys are performing at a lower level of achievement than girls in the realm of academia. For purposes of this study the author hypothesizes that 7th grade boys will achieve at least 1-grade level below 7th grade girls resulting from maturation differences. This study aims to help identify what, if any, gap exists in the achievement between girls and boys at the elementary level, assuming that early intervention is most likely to yield positive results when addressing education gaps among children.

From the Paper
"Broude suggests that the situation of boys in the world of academia may best be described as "desperate" with alarming news suggesting that boys are consistently plagued with "depression, isolation, despair and fragile self esteem" all of which may contribute to poor performance in school compared with girls who are more likely to thrive. Broude also agrees that boys are more likely than girls to be diagnosed with learning disabilities including attention-deficit disorder which may contribute to higher rates of drop outs among boys and inability to achieve at the same level of their female peers. Many have referred to these recent trends as the "boy problem" suggesting that adolescent boys are particularly at risk for academic struggles in the current educational system."

Tags:education, boys, girls, performance