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Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Although this aim is stated in the formal curriculum, [19] it is mainly achieved through the hidden curriculum, [20] a subtler, but nonetheless powerful, indoctrination of the norms and values of the wider society. Students learn these values because their behavior at school is regulated (Durkheim in [3]) until they gradually internalize and ...
The Coleman Report, published in 1966, concluded that the marginal effect of various school inputs on student achievement was small compared to the impact of families and friends. [34] Later work, by Eric A. Hanushek , Richard Murnane , and other economists introduced the structure of "production" to the consideration of student learning outcomes.
The school must become the new "child's habitat, where he learns through directed living." [7]: 32 Students participate in a botany class in Washington D. C., 1899. By Frances Benjamin Johnston. An important part of such an education is "manual training," which includes wood- and metalworking as well as household chores, such as cooking.
The most commonly used definition of school belonging comes from a 1993 academic article by researchers Carol Goodenow and Kathleen Grady, who describe school belonging as "the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment."
Such biases can impact students' self-esteem, motivation, and access to educational opportunities. For instance, teachers may harbor stereotypical perceptions, albeit not overtly racist, leading to differential grading of comparable performances based on a child's ethnicity. [114]
G is for Genes: The Impact of Genetics on Education and Achievement is a 2013 book by Robert Plomin, Professor of Behavioral Genetics at the King's College London and Kathryn Ashbury, lecturer in the Centre for Psychology and Education at the University of York. The book summarizes findings of behavioural genetics that are relevant to education ...
A study on inner-city, high school students showed that academic competency during freshman year has a positive impact on graduation rates, meaning that a students' early high school performance can be an indicator of how successful they will be in high school and if they will graduate. [88]