The Impact of League Tables on University Application Rates

In the UK, the popular use of league tables in assessing the comparative standing of universities has escalated to such an extent that most UK national newspapers now publish them. A review of literature to date suggests there has been little academic research undertaken to establish the value of such tables or to assess their impact upon student application rates. This paper explores the relationship between league position and application rates in the UK, using rankings from the Sunday Times as an example, with important lessons for higher education across the globe. Results show that in the period when league tables were newly introduced, there was a significant negative association between league table position (ranked from highest to lowest) and the change in application rates (that is, the higher the league position, the faster the growth in applications) an association that subsequently weakened and may have even have reversed. The paper goes on to explore the notion of various divisions within the overall league table, suggesting that there are effectively two 'selecting' divisions, typically choosing from a surplus of applicants, and two 'recruiting' divisions, typically working to avoid an applications shortfall against target numbers.     

Matthew effects in writing productivity during second grade

The primary aims of this study were twofold: (a) to describe average change in the written narrative performance of second grade students from the fall and spring of the school year and (b) examine patterns of individual growth to test for Matthew effects. Participants included 299 children in second grade. Microstructural measures were derived from students’ written narratives including: number of different words (NDW), total number of words (TNW), and accuracy of spelling and grammar. Significant increases in NDW, TNW, and spelling accuracy were evidenced from fall to spring. Students averaged 55 total words in the fall and averaged 69 words in the spring, with a statistically significant increase of 14 words t(299)?=?8.4, p?<?.0001). The variance in TNW from fall to spring increased from Var?=?791 to Var?=?1005, which was a significant increase and the correlation of initial Fall TNW and growth in TNW was also significant (r?=?0.39). Additionally, results from a two-level hierarchical linear model with students nested within teachers indicated that initial level of TNW predicted the change in TNW from fall to spring, with higher levels of initial TNW being related to larger gains in TNW. Significant predictors of Matthew effects included teacher or classroom and free/reduced lunch eligibility. Written personal narrative measures are sensitive to developmental change across a school year. Evidence of Matthew effects in lexical productivity suggests additional support may be warranted to ameliorate gaps in writing achievement.

     

Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence

A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds.     

Moving beyond academic achievement goal measures: A study of social achievement goals

The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts.     

Changing thoughts,changing practice: examining the delivery of a group CBT-based intervention in a school setting

Promoting mental health and well-being for children and young people in the UK has attracted increasing prominence in recent years and has been a focus for government strategy within health and education. Training and practice in educational psychology has increasingly focused on developing skills and expertise to provide therapeutic support within school contexts, at an early stage of need. One approach, Cognitive Behaviour Therapy (CBT), has been heralded as an effective, evidence-based intervention for anxiety. This research examines the factors influencing the outcomes of a group CBT-based intervention, run by an Educational Psychologist (EP), in a school setting. The findings suggest that influential variables included pupil identification, measures of change applied and the role of school staff. It is concluded that EPs can play a key role in increasing access to psychological therapies, alongside considering due caution in relation to the application of traditional clinical approaches in school contexts.