The Correlation between Students that do Great in High School and how Well these same Students do in College

As such, it is essential to understand the difference between the performance of bright students in the two levels of education through the analysis of current data not only in the United States of America but the rest of the world as well. For instance, Weis argues that there is much difference between the high school educational surrounding and college educational surrounding. For example, in high school, students are subjected to gaining the sense of adulthood as it is time they grow and develop their brains. On the other hand, in college, students are expected to adequately guide themselves regarding time, responsibilities, as well as what their aspirations are. Additionally, whereas high school learning is education oriented; scoring marvelous grades, being busy on books all the time, and studying seriously, college life is based on the student’s time management abilities as well as having involved in some activities.

Divers are therefore expected to, at most times, cram for tests and score highly when it comes to impatience measures. However, (Yumba 21) insists that the thrivers and driversare just correlations despite the fact that they are somehow controlled by some aspects related to the learners’ backgrounds such as the levels of education attained by their parents and cultural differences among the factors. While thrivers often aspire to contribute, give back to the society, and help other people once they get done with their education, divers often aspire to become rich and prosperous in business. This interprets that divers are self-centered while thrivers are generous and open-minded. On the other hand, Yumba (12) argues that according to statistical analysis, bright students who join college either maintain or improve on a small margin in some specific subjects.

This leads to divergence of mind since the work study student can hardly fully concentrate in class like in high school where much of the time is spent on studying alone, hence the achievement of high grades. STATEMENT OF PROBLEM /HYPOTHESES The statement of the problem is that there exists a variance between the grades or performance of bright students in high school and the bright students in the campus. However, this might vary according to an individual’s perception towards education, intelligence quotient, predisposing factors such as social backgrounds, as well as the nature of the learning institutions a student may find himself in. As such, this reflects on the theory that as schools are known by all people, they reflect IQ, which is always fixed.

Hence, the choice of school does not make a big difference in the student’s educational achievements. However, not so many specific numbers of samples collected in all the above institutions are used in the research, but rather data estimations as depicted by the authors of the different sources used as references. WHO A BRIGHT STUDENT IS. According to Leavitt (48) a bright student is one who understands better in a prototypical school setting. A bright student is easily noted by his teachers since he or she works perhaps harder and receives praise for their efforts. A bright child gets as and always complete assignments on time. Furthermore, bright students enjoy a straightforward presentation. In this, they are more comfortable when the teachers are using a sequential presentation while giving out his tutors and not using such a complex presentation.

Moreover, bright students enjoy being in school. Despite the situation of school life, they are in they are always happy and appreciate to be in school (Furnham 44). They do not have any difficulties in school activities since they accept all the challenges and try’s their best to overcome them. Lastly, bright students are interested. In this, the bright student is much intent in whatever the teacher is teaching (Leavitt 52). Therefore having gone through the definition and the traits of a bright student, we are now sure who a bright student is, and it is now easy to identify a bright student in school by just observing the traits each student is possessing. CONCLUSION The prime factor that should be taken into account is that intelligence is not the measure of a student’s success in higher education.