Who Do You Eat Lunch With?: Cross-Ethnic Interactions and Student Academic Achievement

Who Do You Eat Lunch With?: Cross-Ethnic Interactions and Student Academic Achievement

Who do you eat lunch with? This seemingly simple question leads to much information about students: their shared values and interests, their friendships and peer supports, and even their academic achievement. In their paper, “Early Adolescents’ Peer Experiences with Ethnic Diversity in Middle School: Implications for Academic Outcomes,” authors Jakeem Amir Lewis et al. investigate the correlations between students’ interactions with cross-ethnic peers and student academic achievement. Their research reveals that students who eat lunch routinely with peers who have different ethnic backgrounds than their own (cross-ethnic peers) have higher academic achievement than students who eat less frequently with cross-ethnic peers or who eat with only students of the same ethnic background.

What Motivates Gifted Students?

What Motivates Gifted Students? Teachers Do.

In their article, “Honors Students’ Perceptions of Their High School Experiences: The influence of Teachers on Student Motivation,” Del Siegle et al. explore what motivates gifted students in high school. Specifically, the authors investigate teachers’ characteristics and practices that help motivate high-achieving students (36). For this study, the researchers conducted in-depth interviews with four separate focus groups, each consisting of between 6-8 freshmen at a top-ranked public university. 71% of the focus group participants were female and every participant graduated in the top 4% of his or her high school class (39). These students were all academically successful and had valuable information to share about how teachers motivated them throughout high school.

Time spent on math and science homework linked to higher standardized test scores, but not higher grades

Time Spent on Math and Science Homework Linked to Higher Standardized Test Scores, But Not Higher Grades

The homework debate has continued in the United States for well over one hundred years. How much homework should teachers give? How should teachers assess homework (for accuracy or completion)? What is the purpose of homework? In their paper, “When is Homework Worth the Time?: Evaluating the Association Between Homework and Achievement in High School Science and Math,” authors Adam V. Maltese et al. remark that over the decades homework has been seen as a way to pull students toward academic mastery, toward educational preparation and competitiveness in increasingly globalized marketplaces. They note that, “After the Russians first sent a mission into space, there was a general feeling in America that students were under-prepared, and homework was seen as a tool to improve the educational preparation of students and ensure America’s safety and development” (53).

Studies about the time that students are required to spend on homework are inconclusive. For example, the authors note that the National Assessment of Educational Progress concluded that as of 2003, only 10-12% of students reported having two or more hours of homework per night. The National Center for Educational Statistics argued that there was an increase of students reporting two or more hours of homework each night from 7% in 1980 to 37% in 2002 (53). Although much media coverage has touted the idea that American high school students are overburdened by homework, the authors of this paper argue that, “statistics do not support the notion that a majority of high school students in the U.S. toil away on homework each evening after school…These data indicate that most of the arguments against homework, which appear in the popular media, may originate from a vocal minority” (53).