The present study used the u.S. portion of the Program for International Student Assessment (PISA) to examine how homework resources, mathematics self-efficacy, and time spent on homework impacted mathematics achievement across gender and ethnicity. The findings showed that achievement gaps diminished with the increase in availability of homework…

A large percentage of the students who drop out of K-12 schools in the United States do so at the end of high school, at some point after grade 10. Yet little is known about the differences between types of students who drop out near the end of high school. The purpose of this study is to examine a typology of high school dropouts from a large…

This paper considers whether high schools in competitive environments use grade inflation to attract and retain families, perhaps in addition to more constructive responses. Two measures of grade inflation are used: the cutoffs used by each school to assign a letter grade to a percent score and high school grade point average after controlling for…

The study explored the relationship of self-concept and locus of control to science engagement and science achievement. Furthermore, the relationship of self variables with science engagement and science achievement was studied across ethnicity, gender, and socioeconomic status (SES). The data were accessed from the 3 waves of the National…

This study examined the predictive association between gender, ethnicity, and homework parental involvement, self-regulated learning processes, and motivational beliefs among 10th grade high school students. It was predicted that students' motivational beliefs and self-regulatory processes would be significant predictors of students' math academic…