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Academic literature on the topic 'Ability. Students'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Ability. Students"

Regalado-Villamon, Marissa. "Speech Ability of Grade 10 Students." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (December 31, 2018): 149–65. http://dx.doi.org/10.31142/ijtsrd18973.

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Susanti, Melly, Meiffa Herfianti, Eska Prima Monique Damarsiwi, Feby elra perdim, and Joniswan. "Project-Based Learning Model to Improve Students ‘Ability." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 1378–87. http://dx.doi.org/10.37200/ijpr/v24i2/pr200437.

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Mukammal, Priyono, and Amrullah. "Students English Speaking Ability." International Research Journal of Engineering, IT & Scientific Research 4, no. 2 (February 7, 2018): 1. http://dx.doi.org/10.21744/irjeis.v4i2.612.

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This Study is intended to assess students’ English speaking ability in Syaikh Zainuddin Islamic Senior High School NW Anjani East Lombok which includes; the categories of students’ English speaking ability, the problems are experienced by students when they speak English and factors affect students’ English speaking ability. The data was collected through audio and video recording of students’ group discussions and depth interviews with the headmaster, English teachers, language advisors and students. The data was analyzed using descriptive qualitative and quantitative method. The results of this study are; first, the categories of students’ English speaking ability are 86.8 % students in high, 11.2 % student medium and 2.8 % in the low category. Second, the problems are experienced by students when they speak English are; difficult to begin, vocabularies mastering, pronunciation, and grammatically, and third, factors affect students’ English speaking ability are; environment, learning method, control, language rules, rewards, and punishments.

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Chapman, James W., and Donald D. McAlpine. "Students' Perceptions of Ability." Gifted Child Quarterly 32, no. 1 (January 1988): 222–25. http://dx.doi.org/10.1177/001698628803200107.

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Scager, Karin, Sanne F. Akkerman, Albert Pilot, and Theo Wubbels. "Challenging high-ability students." Studies in Higher Education 39, no. 4 (November 8, 2012): 659–79. http://dx.doi.org/10.1080/03075079.2012.743117.

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Simamora, Rustam E., and Doni Andriyan Zunaiedy. "Improving Students’ Combinatorial Thinking Ability through Numbereds Head Together." Paradikma: Jurnal Pendidikan Matematika 14, no. 1 (July 31, 2021): 80–87. http://dx.doi.org/10.24114/paradikma.v14i1.27206.

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Combinatorics is a branch of mathematics that is very important, but this topic has not received serious attention in educational research compared to other branches of mathematics such as geometry, calculus and algebra in Indonesia. Meanwhile, in secondary and undergraduate education, existing research reports that students’ combinatorial thinking ability tend to be low. Efforts to improve students’ combinatorial thinking ability in one of the Vocational Schools in Medan, Indonesia, are carried out through the development of the Numbered Heads Together (NHT). NHT is one cooperative learning structure. The result showed that NHT learning improved students’ combinatorial thinking ability.

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Ahmar, Dewi Satria, Muhammad Fath Azzajjad, and Muh Syahrir. "Students’ Representation Ability in Chemistry." Journal of Applied Science, Engineering, Technology, and Education 2, no. 2 (July 2, 2020): 181–87. http://dx.doi.org/10.35877/454ri.asci22124.

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This study aimed to determine the representation ability of students in learning chemistry. The ability of representation consists of three levels, namely macroscopic level, submicroscopic level, and symbolic level. This study was a descriptive study. The subjects in this study were 53 XI grade students. The study instrument was in the form of a description test compiled based on indicators of representation ability. The results showed that the average score of students’ representation ability at the macroscopic level is 66.94, and is in the good category. The average score of students’ representation ability at the submicroscopic level is 47.17, and is in the medium category. The average score of students’ representation ability at the symbolic level is 64.30, and is in the good category.

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Ueda, T. "English Ability of Japanese Students." Concrete Journal 53, no. 12 (2015): 1083. http://dx.doi.org/10.3151/coj.53.12_1083.

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Arbain, Arbain. "Students Narrative Essay Construction Ability." JELE (Journal of English Language and Education) 3, no. 1 (June 8, 2017): 63. http://dx.doi.org/10.26486/jele.v3i1.255.

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The researcher conducted the research to the Third Grade Students of SMK Negeri 9 Samarinda, which concerns to the Narrative Essay Construction Ability Made by the Twelve Grade Students of Fowl class. It is based on the researcher’s experience when he was a teacher in SMK Negeri 9 Samarinda. During the researcher taught, he found that English achievement of fowl class is cukup, but they had problems in using grammar, especially present perfect tense.In this study the researcher took 17 students as sample who were unique majoring for SMK in Samarinda and it is the only one in Samarinda. It is unique because breeding is usually a major in the university but now Samarinda has a vocational high school for learning animal cyclus.This research revealed that the ability of narrative essay construction of the students of the fowl department is fair. It is shown by the mean score that they get, that is, 66.11. second, almost of the students of fowl department of SMK Negeri 9 Samarinda difficult to write a narrative essay in egnlish well. It is shown by the percentage of the participants who get C.

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Neuharth-Pritchett, Stacey. "Educating Students with High Ability." Gifted and Talented International 14, no. 2 (September 1999): 129–30. http://dx.doi.org/10.1080/15332276.1999.11672921.

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Dissertations / Theses on the topic "Ability. Students"

Analyn, Londres. "Keeping up with the High-Ability Students : Teachers’ Perspectives on Helping High-Ability Students in Mixed-Ability English Classes." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61200.

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This paper aimed to investigate how English teachers in junior high school help and motivate high-ability students to develop their potentials in mixed-ability English classrooms. Five junior high school English teachers from two different schools in Southern Sweden participated in this study. The method used to carry out the investigation was qualitative, with in–depth, semi-structured interviews. Results showed that the participants found that it was difficult to focus their attention on high-ability students in a mixed-ability setting. However, the participants have been positive to have high-ability students in a classroom because they serve as good role models to inspire their classmates. In addition, it was found that teachers prepare various materials with different levels of difficulty to suit to the differing needs of their students. Although the term differentiated instruction was not used by the participants of the study, it was, in fact, the approach they used to motivate their students. It is not possible to recommend best practices for dealing with high-ability students because what works with one student does not automatically work with other students. Furthermore, teachers reported that many high-ability students do not want to have differentiated instruction. This appears to be one of the hindrances to helping high-ability students develop their potentials.

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Wong, Wai-ling. "Students' perceptions on the enrichment program in a secondary school /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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Benson, Melba W. "Major Spelling Deficiencies Among Collegiate Business Students." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331698/.

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The problem of this study was an analysis of major spelling deficiencies among collegiate business students. The purposes were as follows: (1) to develop a diagnostic instrument that will measure spelling deficiencies; and (2) to make recommendations regarding the preparation of materials that will assist students in overcoming these deficiencies. Written assignments prepared by collegiate Business Communication students were examined for spelling errors. Errors were then classified into the following categories: (1) words with "ie" and "ei" ; (2) final "e"; (3) final consonant rule; (4) final "y"; (5) confusion over vowel sounds; (6) pronunciation problems; (7) sound-alikes; (8) plurals; (9) apostrophes; (10) omissions; (11) additions and repetitions; (12) substitutions; (13) demons; and (14) miscellaneous. Percentages of total errors served as a guideline for preparation of a Table of Specifications, and a Spelling Diagnostic Test was developed. Validity of the instrument was determined by a panel of experts. The test was then administered to 214 collegiate business students, and a reliability coefficient of .83 was determined using the split-half method.

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Kayhan, Emine Banu. "Investigation Of High School Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.

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The purposes of the study were
to investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.

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Boz, Burcak. "Investigation Of Estimation Ability Of High School Students." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/12605271/index.pdf.

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The purpose of this study was to investigate the high school students'
ability on estimation and computational estimation. The study was conducted in Denizli with 153 ninth grade students who enrolled to general, Anatolian and foreign language high schools. The Estimation Ability Test was utilized. The three formats which are number format, answer format and problem format of the test were analyzedby with respect to school types and gender. The design of the present research was one group pretest-posttest design. The hypotheses of the study were tesetd by using analysis of covariance at the significance level 0.05. The results of the study indicated that: 1. There were statistically significant differences among the mean scores of students enrolled to different kinds of high school with respect to estimation ability and computational estimation in favor of Anatolian High School students. 2. There were statistically significant mean differences of students enrolled to diffrent kinds of high school with respect to sub-categories of the estimation ability test in favor of Anatolian High School students. 3. There was no statistically significant mean difference between boys and girls on estimation ability. 4. There was statistically significant mean difference in some sub-categories of the estimation test in favor of boys.

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Alencar, Eunice Soriano de. "Social and emotional difficulties among high ability students." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100954.

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Social and emotional difficulties observed among highly able students are addressed. The asynchronous development, perfectionism, over-excitability, underachievement, and other social and emotional difficulties are discussed, describing factors related to them. The article finalizes highlighting possible contributions of the psychologist on counseling high ability students, their families and teachers, with the purpose of preventing or reducing maladjustments, as well as of helping them optimize their developmental process.
Se describen dificultades socio-emocionales que fueron observadas en alumnos con altas habilidades. Asimismo, se discute la asincronía entre distintas dimensiones del desarrollo, tales como el perfeccionismo, la hipersensibilidad, el bajo rendimiento, además de otro tipo de dificultades socio-emocionales, presentándose factores asociados a las mismas. Finalmente se señalan las posibles contribuciones del psicólogo en lo que se refiere a la orientación de los alumnos con altas habilidades, sus familias y profesores, a nivel de prevención o minimización de los desajustes, así como para contribuir a la optimización de su proceso de desarrollo.

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Pare, Diane. "Grouping Students by Ability| Homogeneous versus Heterogeneous Classrooms." Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10618052.

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The primary purpose of this examination was to determine attitude s regarding homogeneously grouped students from a focus group of teachers. Do they think that students benefit sufficiently from a homogenously grouped educational setting? Homogeneous grouping assembles students with similar abilities together, wh ereas heterogeneous grouping assembles a mixture of student ability levels within the same classroom. Proponents of both grouping styles confirm the benefits of their preferred style; however each has its own limitations. Those in fa vor of homogeneous grou ping suggest it creates an atmosphere where students feel comfortable with like-minded students, allowing the teacher to reach the student better and students to achieve more success. Those who favor heterogeneous grouping suggest a mixed setting of studen ts creates an environment in which students are pushed to perform to the best of th eir capability. This study delve d into the experiences, opinions, and attitudes of teachers who instruct in homogeneous classrooms as well as examining the field research of other scholars, showing that homogeneous grouping s broken into smaller heterogeneous groups favor ed the most.

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Jacobs, Mark Solomon. "A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5279_1190371690.

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This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.

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黃珮詩 and Pui-sze Catherine Wong. "Hong Kong secondary three students' reading comprehensionprocess." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.

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Ryan, Kathleen. "Sketching and creativity of interior design students." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Spring2008/K_Ryan_042508.pdf.

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Books on the topic "Ability. Students"

Rifkin, Tronie. Science reasoning ability of community college students. Los Angeles, CA: ERIC Clearinghouse for Community Colleges, University of California at Los Angeles, 1996.

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Ivy bound: High-ability students and college choice. New York: College Entrance Examination Board, 1991.

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Skromme, Arnold B. The 7-ability plan. Moline, Ill: Self-Confidence Press, 1989.

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Creative teachers, creative students. Boston: Allyn and Bacon, 1997.

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Beverley-Smith, Paul. Understanding and helping high ability students in secondary schools. [S.l.]: [s.n.], 1993.

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Figlio, David N. Accountability, ability and disability: Gaming the system. Cambridge, MA: National Bureau of Economic Research, 2002.

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Dedze, Indra. Reading ability of Latvian students: Results from an international study. Stockholm: Institute of International Education, Stockholm University, 1999.

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Roets, Lois F. Modifying standard curriculum and instructional strategies for high-ability students. 7th ed. Des Moines, Iowa: Leadership Publishers, 2001.

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Modifying standard curriculum and instructional strategies for high-ability students. 6th ed. Des Moines, Iowa: Leadership Publishers, 1997.

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Bellanca, James A. 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree Press, 2010.

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Book chapters on the topic "Ability. Students"

Smyth, Emer. "Ability Grouping." In Students' Experiences and Perspectives on Secondary Education, 145–66. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_6.

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Yeo, John. "Promoting Students’ Ability to Problem-Find." In Motivation, Leadership and Curriculum Design, 215–24. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-230-2_17.

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Chamberlin, Scott A., and Christine Brunko Schultz. "Secondary Mathematics for High–Ability Students." In The Handbook of Secondary Gifted Education, 417–38. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-19.

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Heine, Carl, James Gerry, and Laurie S. Sutherland. "Technology Education for High–Ability Students." In The Handbook of Secondary Gifted Education, 367–90. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-17.

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Lawrence, Branson D., Diane L. Hinterlong, and Laurie S. Sutherland. "Engineering Education for High-Ability Students." In The Handbook of Secondary Gifted Education, 391–415. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-18.

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Ben, Johnson. "Ability to Express Oneself in Writing and Orally." In Teaching Students to Dig Deeper, 157–68. Second edition. | New York : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315165653-18.

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Little, Catherine A., and Kelly L. Kearney. "Leadership Development for High-Ability Secondary Students." In The Handbook of Secondary Gifted Education, 483–507. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238829-23.

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Hong, Ying-yi. "Chinese Students’ and Teachers’ Inferences of Effort and Ability." In Student Motivation, 105–20. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_6.

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Yang, Hui. "Analysis on Social Adaptation Ability of Graduating Students." In Lecture Notes in Electrical Engineering, 531–36. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4793-0_66.

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Liem, Gregory Arief D., and Chun Ser Chua. "Motivation in Talent Development of High-Ability Students." In the Social and Emotional Development of Gifted Children, 173–89. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238928-17.

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Conference papers on the topic "Ability. Students"

Maulana, Irsan, and Ani Pinayani. "Metakognitif Ability Analysis Viewed from Student Learning Students." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006885703360339.

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Taranov, Yaroslav Ruslanovich. "The means of achieving competitive ability." In X International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111779.

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Agungbudiprabowo, Syamsudin, Dian Ari Widyastuti, and Siti Muyana. "College Students’ Career Planning Ability." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.25.

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Elissa, Rizki Aulia, Reh Bungana Perangin-angin, and Dede Ruslan. "Development of Student Worksheets-PBL Improve Students Critical Thinking Ability." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.43.

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Wijaya, Bagus R., Yuni Sri Rahayu, and R. Agustini. "Improving Students' Scientific Arguments Guided Inquiry Ability Through Student Textbook." In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.17.

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Wulandari, Eka. "Improving Students’ Speaking Ability through Vlogging." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.5.

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Maristy, Humaera Silvia, and Margana. "Contextualization to Enhance Students’ Writing Ability." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.038.

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Pudiyono. "Students' Ability in Making Comprehension Questions." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.37.

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Lin, Lin. "A Study on Developing University Students' Practical Ability and Innovative Ability." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.65.

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Nuryantini, Ade Yeti, Fitri Sulastri, and Ea Cahya Septia Mahen. "Students' Critical Thinking Ability through Guided Inquiry-based Digital Student Worksheet." In BINUS Joint International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010024705720576.

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Reports on the topic "Ability. Students"

Card, David, and Laura Giuliano. Can Tracking Raise the Test Scores of High-Ability Minority Students? Cambridge, MA: National Bureau of Economic Research, March 2016. http://dx.doi.org/10.3386/w22104.

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Warberg, William. An Analysis of the Ability and Achievement of Business Education Students Compared to Non-Business Education Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1526.

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Adkins, Deborah. Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.178.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.

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Hanushek, Eric, John Kain, Jacob Markman, and Steven Rivkin. Does Peer Ability Affect Student Achievement? Cambridge, MA: National Bureau of Economic Research, October 2001. http://dx.doi.org/10.3386/w8502.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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Jacob, Brian, and Jesse Rothstein. The Measurement of Student Ability in Modern Assessment Systems. Cambridge, MA: National Bureau of Economic Research, July 2016. http://dx.doi.org/10.3386/w22434.

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Jackson, C. Kirabo. Ability-grouping and Academic Inequality: Evidence From Rule-based Student Assignments. Cambridge, MA: National Bureau of Economic Research, April 2009. http://dx.doi.org/10.3386/w14911.

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Chen, Qihui. Family background, ability and student achievement in rural China : identifying the effects of unobservable ability using famine-generated instruments. Unknown, 2009. http://dx.doi.org/10.35648/20.500.12413/11781/ii136.

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