research publications for high school students

Journal of Student Research

Journal of Student Research (JSR) is an Academic, Multidisciplinary, and Faculty-reviewed Journal (Houston, Texas) devoted to the Rapid Dissemination of Current Research Published by High School Edition , Undergraduate and Graduate Students.

Browse Articles

Articles Indexed in Scholarly Databases

Focus and Scope

Students strive to be successful at publications, and with JSR, authors aspiring to publish will receive scholarly feedback after the reviews of their submissions are received. This feedback will help authors identify areas of improvement to their submission and help them better understand the process to be successful at publication. Once published, we strive to provide a global platform for our authors to showcase their work.

Faculty-Refereed Review Process

This journal uses a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa, throughout the review process. Authors need to ensure that their manuscripts do not give away their identity to facilitate this. To find out more about the review process, please visit the  Author Guidelines  page. We invite teachers and faculty interested in reviewing articles for this journal; please visit our  Reviewers  page for more information.

Open Access Policy

This journal provides access to its published content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Learn more about Open Access .

Authors Retain Copyright

All articles published in this journal are under a Creative Commons License and the authors retain the copyright to their work.

Announcements

Call for papers: volume 13 issue 3.

If you are a high school student or a recent high school graduate aspiring to publish your research, we are accepting submissions. Submit Your Article Now!

Deadline: 11:59 p.m. May 31, 2024

+1 (603) 932 7897

[email protected].

12 Research Journals for High School Students

• Last modified 2024-03-25
• Published on 2023-07-20

1. The Concord Review

Introduction: The Concord Review (TCR) is an academic research journal dedicated to publishing historical research papers written by high school students in English. In the spring issue, the quarterly journal has published 1,362 research papers from authors in 46 states and 41 countries. Many TCR authors have gone to prestigious universities and colleges across the U.S. and worldwide. Aralia also published the Guide to the Concord Review to guide students through the process of submitting for the Concord Review, along with the introduction of the Historical Research and Writing class.

Competition Format: All essays should be on a historical topic, although the topic can be in any time period from ancient to modern, and any area from domestic to foreign. Essay submissions must be 5,000-9,000 words, with Chicago-style endnotes and a bibliography. The student must be the sole author of the submission, and the research paper may not be published elsewhere except for a publication of the secondary school the student attends. Students can submit more than one research paper.

Eligibility : Secondary students from all countries and schools can participate.

Deadline : Summer Issue – February 1 / Fall Issue – May 1 / Winter Issue – August 1 / Spring Issue – November 1

Fee : Range from $70 – $150 depending on which type of membership level students want to sign up for. Each author who submits a paper and submission fee, receives the next four issues of the journal in eBook (or print for $30).

Membership Details (Annual Fee): 

• Author – eBook – $70.00 (USD): With your essay submission fee of $70, you will receive a complimentary 1-year subscription to the Electronic (eBook) Edition of The Concord Review. You can choose the Print Edition instead for an additional $30 + shipping and handling.
• Author – Print US – $110.00 (USD): Your essay submission fee of $100 + s&h entitles includes a 1 year subscription to the Print Edition of The Concord Review delivered to your US address.
• Author – Print International – $150.00 (USD): Your essay submission fee of $100 + s&h includes 1 year subscription to the Print Edition of The Concord Review delivered to your address outside the United States.

2. (JEI) Journal of Emerging Investigators

Introduction : The Journal of Emerging Investigators is an open-access science journal and mentorship program that publishes research by middle and high school scientists. JEI is a non-profit organization operated by graduate students, postdoctoral fellows, and professors across the United States. Graduate students contribute to the editorial and review processes, as well as the management of the journal. Since 2012, JEI has published over 250 papers by pre-college students. A sample research paper written by students and published in this journal, titled “A simple printing solution to aid deficit reduction” , was covered by CNN .

Submissions go through 4-6 stages of review after the manuscript is received. Summer and fall tend to be busier times for JEI, so research submitted at these times may take longer to go through the review process.

Eligibility : Middle and high school students.

Topic Guideline : Students have the freedom to choose their research topic. However, for all research related to vertebrate animal/human subjects , students are required to adhere to the Intel International Science and Engineering Fair (ISEF) guidelines for ethical research.

Review Timeline : Submissions are accepted on a rolling basis. 

Fee : The subscription is free for students. 

3. Columbia Junior Science Research Journal

Introduction : The Columbia Junior Science Journal is a high school research journal for students with an interest in the natural sciences, physical sciences, engineering, and social sciences. CJSJ originated from the Columbia Undergraduate Science Journal, a professional-level science journal for scholars. The editorial team of the Columbia Undergraduate Science Journal also oversees CJSJ.

Eligibility : High school students worldwide can submit a single one to two-page research paper, or four to five-page review paper. Students can also collaborate with peers and mentors on their submissions.

Submission Deadline : Sep 30, 2024 (based on last year’s deadline)

4. Journal of Student Research

The Journal of Student Research (JSR), an academic, multidisciplinary, and faculty-reviewed journal, is based in Houston, Texas. This journal is devoted to the rapid dissemination of current research published by high school, undergraduate, and graduate students. It accepts AP, IB, Honors Research Articles, Review Articles, Research Projects, Research Posters, and more. Over 2,000 student authors from high schools and universities worldwide have had their work published in JSR.

Only five authors (including advisors) are allowed per submission. If you would like to include more contributors, you must pay $25 per individual. For a fast-tracked review, you can contact the journal and pay a fee.

Fee : $50 at submission for pre-review, and $200 post-review for articles chosen for publication upon notifying the authors.

Deadline : February 29, 2024

5. The Young Researcher

The Young Researcher is a peer-reviewed journal for secondary school students. The editor board includes expert researchers – typically, academics who work as professors in universities, or people with extensive research and publication experience.

List of the editors .

Submission Guideline: Submissions should be no more than 5,000 words, excluding references and appendices (in English). Articles should have:

• Abstract + 4-6 keywords
• Introduction
• Literature Review
• Method, Process, or Approach
• Findings or Results
• Analysis, and/or Evaluation
• Conclusion and Future Directions

The paper can be formatted in any acceptable citation style (MLA, APA, and Chicago). Upon submission, at least three expert editors will review the submission and will provide revisions upon selection for publication.

Deadline : May 1, 2024 (based on last year’s deadline)

6. International Journal of High School Research

International Journal of High School Research is an open-source and peer-reviewed journal that was started in 2019. IJHSR is open to receiving work in all areas of science and surrounding disciplines, including behavioral and social sciences, technology, engineering, and math. International Journal of High School Research primarily focuses on publishing articles containing new experimental data. It also requires “literature reviews”, which are a survey of previously published research, as well as sections where you are expected to draw new conclusions from your research, or discuss what you plan to publish next. The publication notes that the process for literature reviews is extremely selective, as they only publish 2 – 3 articles per issue (6 issues per year).

Submission Guideline: Students can publish articles in either the research or review sections. Research articles should include a discussion and presentation of original research, as well as new experimental data.

Review articles go through an extremely selective process because there is a limitation of 2-3 review articles published per issue. The purpose of the literature review is to provide a summation and evaluation of previous data published by researchers that has influenced your topic. There is no page limit for submissions.

All papers should be submitted in Arial font:

• Body/Paragraph Text: 10pt font
• Sub Headers: 12pt font, italicized, bold
• Section Headers: 14 pt font, bold
• Paper Title: 16pt font, bold

Fee : Upon acceptance for publication, students will pay $200. A copy of the printed journal will be mailed to the author. If for any reason students can’t pay the fee, they can contact [email protected] for support.

Evaluation Progress: Upon submission, the Editor in Chief will check for format, styling, and citations, and may send it back to the author for corrections. Next, they will review the paper for publication with two or more outside reviewers that have expertise in the respective field. After review, the paper will either be accepted or rejected. Upon acceptance, payment will be requested. Once paid, the paper is sent to copy editors and then sent for production. The whole process may take 2-4 months.

Deadline: IJHSR accepts submissions on a rolling basis.

7. The Schola

Introduction : The Schola is a quarterly journal of humanities and social sciences written by high school students worldwide, and is the only international academic journal for students. It is an online journal with a subscription fee of $120 per year.

Submission Guideline: The essay must be 4,000 words long, written in English, and have the student as the sole author. The essay topic can be in philosophy, history, art history, economics, political theory, comparative government, public policy, international relations, or sociology. The whole review process can take up to 7 months to be published (meaning that once students submit their essay, they will be considered for the next three quarterly issues).

Eligibility : The Schola accepts submissions from high school students around the world.

Deadline : Essays are accepted year-round.

8. Journal of High School Science

Focused on science research by students. 

Journal of High School Science (JHSS) is a quarterly journal published in March, June, September, and December. JHSS is a STEM-focused journal that publishes research related to biology, chemistry, physics, engineering, technology, and/or an amalgamation of these disciplines. The editorial board is composed of various experts in the field of science across the United States.

Submission Guidelines: Authors can submit either a Review Article or an Original Research Article, and submissions are accepted at any time.

9. Critical Debates in Humanities, Science, and Global Justice

Hosted by Adelphi University, The Critical Debates in Humanities, Science, and Global Justice Journal invites young scholars in high school to submit original scholarly work and opinion perspectives for this peer-reviewed journal on critical debates that face society.

Submission Deadline: June 1, 2024

Article Types: AP Research, IB Research, Honors Research, Research Projects, Review Articles of Research/Ideas and Innovation, Perspectives, Opinions, Book Reviews, Blog entries (1000 words), and Creative work /Activist projects

10. Young Scientist Journal

Founded at The King’s School in 2006, the Young Scientist Journal is the  largest and oldest journal of its kind. The journal encourages young scholars to conduct original research and be published in a peer-reviewed journal. 

Types of article:

• Original Research: Scientific investigation which has never been done before
• Review Articles: A summary and your take on the research done, drawing from previously published articles and papers.
• Blog or Magazine Article: An opinion piece or news story, sharing your view on a scientific topic. It can include interviews and profiles.

Eligibility : 12-20 year olds

Topics : STEM (Science, Technology, Engineering and Mathematics) and related topics.

11. National High School Journal of Science

National High School Journal of Science, or NHSJS, is a free, online, student-run, and peer-reviewed research journal for high school students, run by students. Students can submit original research and short articles in the form of reports, policy, media, technical comments, and letters. Students can submit essays related to any STEM topics including, but not limited to, Biology, Chemistry, Physics, Environment, Policy, etc.

Deadline: Rolling Admission

Website : https://nhsjs.com/

12. The Journal of Research High School (JRHS)

The Journal of Research High School (JRHS) is an open-access online research journal for high school researchers. Accepted research topics include Engineering, Humanities, Natural Sciences, Mathematics and Social Sciences, among other fields of study. The editors are volunteers with backgrounds as professional scientists, researchers, teachers, and professors in various disciplines. Approximately 30% of submitted papers have been published.

Deadline : Rolling admissions and the general timeline is approximately 3-6 months.

Website : https://www.journalresearchhs.org/

High school research journals offer students an opportunity to explore their interests, build important research skills, practice formal research presentations, and demonstrate their knowledge. From niche topics to more general science-related fields, there are a variety of reliable resources that provide quality content and platforms to showcase student work. For ambitious learners looking to push themselves and develop their academic careers, these research journals can serve as the perfect medium.

• College Application , Extracurricular Activities

Interested in learning more?

Aralia Education is an innovative online education platform for ambitious middle and high school students worldwide. Aralia’s instructors propel students forward by helping them build a strong foundation in traditional academic courses. They also actively engage and guide students in exploring personal interests beyond their school curriculum. With this holistic approach, Aralia ensures its students are well-prepared for college and equipped for success in their future careers.

• College Accelerator Program
• Comprehensive Introduction to High School
• Academic Empowerment Program
• Test Preparation Bootcamp
• 1 on 1 Tutoring
• Student Awards
• Competitions

Give us a call: +1 (603) 932 7897

Email us: [email protected]

Add us on WhatsApp:

Add Project Key Words

10 Journals Where You Can Get Published in High School

May 2, 2017

10 Journals Where You Can Get Published in High School

Do you have a great story to tell? Do you want to study creative writing in college? Are you itching to become the next Veronica Roth who was only 22 when her New York Times Bestseller Divergent appeared in print? Are you trying to get published in high school ?

Getting published in high school is a great achievement to include on your college applications . It’s impressive, it’s concrete, and it’s unique. In many cases, you can also include the link to your published work on your Common App! How cool is that?

And the steps it takes to get published in high school actually aren't that hard. While you need to submit quality work, there are definitely journals out there that receive and publish high schoolers’ writing. Check out this list of excellent publications (some online and some in print) that will accept and publish good writing regardless of the writer’s age!

1. The Adroit Journal

Who will read and select your work at The Adroit Journal? Other young people like you! This magazine is run by high school students, college students, and emerging writers. Adroit publishes within “over 21” and “under 21” categories, so your writing will appear alongside great work by writers of any age. Adroit publishes fiction and poetry, and includes art and photography.

Online at: http://www.theadroitjournal.org/

2. Alexandria Quarterly

Check out the website for this beautiful collection of visual art and literature, which appears both online and in print. The Alexandria Quarterly celebrates diverse art and has been know to publish strong work, regardless of the writer’s age. The Alexandria Quarterly also gives the Emerging Artists and Writers Award annually to an artist or writer under the age of 17.

Online at: http://www.alexandriaquarterlymag.com/

Boston University’s well-respected journal appears in both print and online. AGNI submissions are not limited to high school writers, but the journal is known to accept and publish lots of work by new writers. Get published in high school at AGNI and you’ve taken an important step to becoming a writer in the real world!

Online at: http://www.bu.edu/agni/submit.html

Not only does Cicada accept standard fiction, nonfiction, and poetry, it also publishes comics. The published artists range in age, but the journal is aimed at young (high school-aged) readers. This quirky, but professional journal also claims to be “inordinately fond” of jokes about vikings. If you get published in high school in this popular journal it's a success to celebrate!

Online at: http://www.cicadamag.com/about

5. The Claremont Review

This international magazine showcases writing in English from all over the world. And everyone published in the journal is between the ages of 13 and 19. Therefore, the Claremont Review gives young writers a great shot at a their first professional publishing experience. The journal also awards monetary prizes for their annual writing competition.

Online at: https://www.theclaremontreview.ca/

Ember: a journal of luminous things is published only twice a year, but this beautiful and dreamy journal of poetry, fiction, and creative nonfiction appeals to all age groups. Although it doesn’t exclusively publish young writers, submissions from writers and artists ages 10 to 18 are strongly encouraged.

Online at: http://emberjournal.org/

7. The Louisville Review

This national literary magazine is primarily a competitive journal for adult and established writers. However, its “Children’s Corner” accepts submissions from young writers in grades K-12. Although the title of this section of The Louisville Review might make it less appealing to serious high school writers, this high quality magazine is a place to try submitting. If accepted, you’ll have a professional publishing experience!

Online at: http://www.louisvillereview.org/

8. Polyphony Lit

This journal celebrated the work of high school students and maintains its mission to be a source of outstanding writer by, for, and selected by high school students. As their websites states, the staff and editors behind Polyphony H.S. believe that “ when young writers put precise and powerful language to their lives it helps them better understand their value as human beings.” This mission is reflected in their dedication to young and emerging writers.

Online at:  https://www.polyphonylit.org/

9. Teen Ink

This is one of the most popular and diverse writing spaces to get published in high school . The broad categories for publication reflect the diversity of writing that this lively online magazine celebrates. Some publication categories include: community service, travel and culture, the environment, health, reviews of TV shows and video games, and college essays, among the more traditional poetry, fiction, and nonfiction.

Online at: http://www.teenink.com/

10. Young Adult Review Network

The Young Adult Review Network appears online and is aimed at Young Adult readers. Unlike other several other journals on this list, the Young Adult Review Network also publishes writing for young readers by established and famous writers. Therefore, as a new writer and a teenage writer included in this journal, you’ll be surrounded by the best company.

Link: http://yareview.net/

Tags : high school , college applications , applying to college , preparing for college in high school , get published in high school

Schedule a free consultation

to find out how we can help you get accepted.

INTERNATIONAL JOURNAL OF HIGH SCHOOL RESEARCH 

Peer-reviewed by faculty and professionals and open source.

IJHSR has been published since 2019 and is the leading high school research journal. All manuscripts published by IJHSR are indexed internationally by EBSCO and Google Scholar , which makes it available to be searched by most libraries around the world. IJHSR selects the highest quality of high school student research work in all areas of science, including the behavioral and social sciences, technology, engineering, and math. IJHSR publishes both original research or literature review articles. Six issues are published each year. IJHSR has a rolling admission without a deadline and has an open access to public. A publication is a higher level of presentation and requires higher level of detail and work, therefore it is more  highly valued when compared to poster or oral presentations.

IJHSR is a publication of  Terra Science and Education,  a 501.c.3. nonprofit organization. 

Terra STEM Scholars

Terra STEM Scholars Program connects STEM scholars with students in their classrooms to increase STEM engagement in schools and help teachers to identify the experts in their region. Read More

Journal of High School Research

Get your high school research published in a peer review journal which is managed by Terra Science and Education. Year around submissions are accepted for quarterly issues. Read More

Terra Educational Data Solutions

TEDS signature program, called TEDS-Pool focuses on creating a single platform where multiple data points about a student from different sources(e.g. SchoolTool, Reneissance, Edoctrina, NYSED) can be pooled in a single location. Read More

Capacity Building Grants

Terra provides up to $5000 as part of its capacity building program. Apllications are due October 1st. Read More

2024 - Accepting

Past Issues

2019 - 2021 

IJHSR Categories for publication

How to Submit?

IJHSR Template for submission

Answers for frequently asked questions

AFfiliated organizations

Information about IJHSR

Editorial Staff

IJHSR Editorial Staff

Editorial Board

Editorial Review Board

Partner Organizations

GENIUS Olympiad is an international high school project competition about environmental issues.

ACASU is a rigorous accredidation program with 20 standards for international schools and universities.

International Research Collaborations is a global colloborative scientific research between schools.

• Volume 3 Issue 1  - March 2021
• Volume 3 Issue 2  - May 2021
• Volume 3 Issue 3  - July 2021
• Volume 3 Issue 4  - September 2021
• Volume 3 Issue 5  - November 2021
• Volume 3 Issue 6  - December 2021
• Volume 2 Issue 1  - March 2020
• Volume 2 Issue 2  - July 2020
• Volume 2 Issue 3  - September 2020
• Volume 2 Issue 4  - December 2020
• Volume 1 Issue 1  - February 2019
• Volume 1 Issue 2  - September 2019
• Volume 5 Issue 1  - February 2023
• Volume 5 Issue 2  - April 2023
• Volume 5 Issue 3  - June 2023
• Volume 5 Issue 4  - August 2023
• Volume 5 Issue 5  - October 2023
• Volume 5 Issue 6  - November 2023
• Volume 5 Issue 7  - December 2023
• Volume 6 Issue 1  - January 2024
• Volume 6 Issue 2  - February 2024
• Volume 6 Issue 3  - March 2024
• Volume 6 Issue 4  - April 2024
• Volume 6 Issue 5  - May 2024
• Volume 6 Issue 6  - July 2024
• Volume 6 Issue 2  - January 2024
• Volume 4 Issue 1  - February 2022
• Volume 4 Issue 2  - April 2022
• Volume 4 Issue 3  - June 2022
• Volume 4 Issue 4  - August 2022
• Volume 4 Issue 5  - October 2022
• Volume 4 Issue 6  - December 2022

RESEARCH AT BAHAMAS

U.S. Schools

International schools.

• STEM Scholars
• pd services
• school development

Grant Development and Writing

• Will work with you to develop your proposal based on a project design provided by your agency.
• Will work with you to develop a proposal budget based on a project design provided by your organization.
• Will work with you to develop any other required documents as needed for submission.
• Will work with you to create management and evaluation plans if needed.
• Will do all copy editing for the proposal and related documents.
• Will work with you to submit the proposal to the granting organization.

Contact Dr. Richard Beal to set up a meeting to discuss the details of your needs.

Terra Science and Education created Terra STEM Scholars Program to connect STEM scholars with schools in their areas to increase STEM engagement in schools and help teachers to identify the experts in their region. Terra connects STEM experts to school classrooms.

The Terra STEM Scholars is made up of local college faculty, STEM practitioners, and graduate students who are ready to interact with school students and their teachers. Scholars can share their expertise through interactive lectures, classroom activities, field experiences, tours, or job shadowing. Extended mentoring opportunities can also be explored in select cases.

School Registration

School Name, Age/Grade level, Interested STEM Area, Interested specific topic (if there is), Month of the year when the Scholar is expected, and any other related information to make the Scholar better prepared.

Scholar Registration

Scholars can expect one volunteered presentation per year, and additional visits in a year will be paid up to $100. You may choose how many engagements you would like to do in a year. Terra will place you within 25 miles of your home or work address.

If you have further questions before committing, please email Dr. Rick Beal ( [email protected] ).

If you are ready to volunteer please Register here!

Terra Science and Education is happy to announce the founding of the Terra Traveling STEM Show. In this program Terra provides STEM educational programing to summer camps organized by area schools and community groups. Terra Traveling STEM Shows can be 1 to 5 days in length and we can fit our programming to meet your STEM content and scheduling needs.

Terra Traveling STEM Shows are presented by the Terra STEM Scholars which is made up of local college faculty, undergraduate and graduate students, teachers, and STEM practitioners who are ready to bring STEM to kids.

One week of programing costs approximately $7,000. Contact our program coordinator for more information or fill out this Interest Form.

Terra professional development is rigorous, current, relevant and appropriate for the professionals in the target audience. Terra continually updates and validates its activities based on emerging research, identified best practices, and student feedback. Terra specializes in professional development focused on education, educational administration, and numerous STEM topics. We can work with you to deliver the professional development experience that you need!

Professional Development Resources

Rick beal ph.d., fehmi damkaci, ph.d..

MEET OUR STAFF

Contract Instructors

• A Masters or Doctorate degree in education or content related to the training
• New York State Teachers Certification
• 10 years of experience in informal education/outreach/college extension
• Be a NYS Principal or Trainer for a NYS approved school district

Post Event Evaluation

Terra’s educational programming is open to local public and private schools.

Terra Science and Education offers new school development including charter schools for writing/managing school proposals. Our team includes experienced school developers, charter school proposal writers, new school program implementers, and establishing new schools, including budgeting, board development, staff recruitment.

• Will work with you to develop your proposal based on a project design provided by your team.
• Will work with you to develop a proposed school budget based on a project design provided by your organization.
• Will guide your team sharing best practices in the field to help you develop a better school program
• Will work with you to submit the proposal
• Will work with you to prepare you for the board interview process.
• Will provide school management and board meeting professional development.

ISSN: 2688-3651

Journal of research, high school, junior editor position, international open access research journal,  exclusively for high school researchers, welcome from the inaugural editor in chief.

Welcome to The Journal of Research High School,

On behalf of the editorial and support volunteers, I am pleased to welcome you to the Journal of Research High School (JRHS). The JRHS began its first publication on showcases achieved by high school researchers in 2019. My warmest gratitude goes to the authors, who are assorted from the students’ population. Through interaction in their own spheres and small-group research they have done for JRHS, they have been able to outgrow the journal into significance to high school research quality standards. I am embarrassed at the thought of naming some of the many contributors to JRHS, including the anonymous reviewers and leaving so many of the rest unnamed. Please know how grateful JRHS is to all of you.

Over the last few weeks, the editorial board has been working around the clock to selects a team of researchers who will apply the highest quality standards to ensure this journal remain true to its objective – raising the quality level standards for high school achievers through interactive communication, and exchange of ideas and experience. This objective intends to prepare high-schoolers for future academic challenges. High-speed network and collaborative communication have made it possible, even to us at JRHS, to implement the mode of communication needed to bring a higher level of technical work standards through the efforts of high school students.

The JRHS seeks set agenda on issues fundamental to high school students during and after their high schooling period. The journal will also create a forum for engaging and evaluating the national policies and initiatives on high school education, sharing good practices across diverse schools, and highlighting concerns. Also, JRHS will endeavor to report on successful high school events in various contexts, including reviewing a range of developmental issues. You can access the year program at the journal website.

Once again, it is my pleasure to welcome you in your quest for academic and intellectual success.  

Raul R. Cardenas (Ph.D.)

The Inaugural Editor in Chief

The Journal of Research High School

Publishing academic research is becoming a common way for the top high school students to distinguish themselves in the admission process. Yet, for many students what publication is and how to approach it is unclear and confusing. This guide’s goal is to provide a starter for any students interested in research and publication. It comes from the result of working with 500+ students as part of the Lumiere Research Scholar Program.

What does it mean to “Publish Your Research?” What does publication even mean? In short, publishing your research means that you have gone through a rigorous, peer-reviewed process that has analyzed, critiqued, and ultimately accepted your research as legitimate. Scientific publications are gatekeepers to the broader world. If a research piece is not published by a journal, it means that it has not yet passed a rigorous, external analysis of the research.

Publications use a process called the “peer review” which means that fellow researchers in the same field will analyze the paper and its contribution and give feedback to the authors. This process is often double-blind, meaning that the reviewer does not know who the author is and the author does not know who the researcher is.

Is it possible for a high school student to publish their research? The short answer is yes. The longer answer, detailed below, is that there are many different types of journals that have different selectivity rates and bars for rigor. Just like universities, some publications are extremely competitive and provide a very strong external signal for the author. Some journals are less competitive and so provide a less powerful signal. For high school students, there is an emerging group of journals focused on high school or college-level research. These journals understand the limitations of high school students and their ability to do research, and so they are often more feasible (though still difficult) for students to get into. We’ll explore some types of those journals below.

Why publish your research in high school But, why even go to the trouble of publishing? Does it really matter? The short answer again is that it does matter. Publication in a top journal,  like the Concord Review , can provide a valuable signal to a college admission officer about your work.

One thing to consider is  who  is an admission officer (for US universities). These people are usually  generalists,  meaning they have a broad background, but do not have researcher-level depth in many fields. That means it’s difficult for them to distinguish good research from bad research. What is rigorous and what is just put on an application?

This means that admissions officers search for signals when evaluating research or passion projects. Was the project selected into a selective journal? Did it go through a peer-review process by respected researchers? Was it guided by a researcher who the admission officer would believe? Did the research mentor guide speak positively about the student? All of these are positive signals. The publication is thus not the only way to signal ability, but it is one of the most important for young researchers.

What type of research can get published?

Most types of research can be published. But, the more original research that you can do, the broader the options you have. In other words, if you write a literature review, then your writing and synthesis must be very strong for it to be eligible for most publications. If you do some form of data collection or new data analysis, then the bar for rigor in student publications is usually a little bit lower as the difficulty to do this type of data collection or analysis is higher.

Types of Publication Targets

At Lumiere, we think of publications like students think of universities. There are research journals (most selective), target journals, and safety journals. In short, journals range in their selectivity and rigor. The more selective the journal, the better a signal it gives.

Highly Selective High School & College Publications

The first type of journals that students should think about are highly selective high school & college-level publications. These journals include  the Concord Review  or the  Columbia Junior Science Journal . For example, one Lumiere student’s research was recently admitted to the Cornell Undergraduate Economic Review, a rigorous college-level journal for university-level economic papers. This student was the first high school student to ever be published in the journal, a clear signal.

These journals include both a review process and a limited number of spots in the journal. The Concord Review, for example, accepts about 45 student research papers each year of an estimated 900 submissions. The Columbia Junior Science Journal, similarly, publishes between 10-20 papers each year. Most of these journals will require original research or data collection of some sort.

Rigorous, Peer Reviewed High School Publications

The next level of journals are rigorous, peer-reviewed publications. These journals, such as the  Journal of Emerging Investigators  or the  Journal of Student Research , have a peer-review process. These journals have requirements on the type of papers that are accepted (e.g., some will accept new data analyses, some will accept literature reviews). These journals do not have a certain number of slots predefined, but they do have a bar for what type of research they will accept. For these journals, students will submit their paper and the journal will assign (or ask you to identify) a potential set of reviewers for the paper. These reviewers will be researchers in the field, who hold a PhD. The reviewers will then give back comments.  The Journal of Emerging Investigators  stands out here among these journals as being one of the most rigorous and providing the most in-depth, critical feedback to students.

Pay to Play Research Journals (AVOID THESE) Finally, there are some journals that are essentially “Pay-to-play” meaning that they will accept any paper as long as a fee is paid. These journals are not only not academically ethical, they can actually be a bad signal in the admission process. For example, I spoke with a former Harvard Admission Officer,  Sally Champagne , about her experience with publications. During the late 2000s, there was a high spike in students from Russia submitting “publications” that all linked back to a few fraudulent journals.

You can spot a fraudulent journal if there is a high fee for submitting the paper (some journals will charge a nominal fee to recoup their costs. That is OK, especially if they have a financial aid waiver). If any paper you submit is accepted without any revisions or feedback, then this is also a sign that the publication is not rigorous.

PhD Level Publications in A Field Finally, there are publications that PhD researchers or professors target with their research. These journals are highly selective and can take years of back and forth in order for a paper to be admitted. In general, we do not recommend high school students who are working on independent projects to target these journals for their difficulty and time required. The most common way to target these journals is if you act as a research assistant for a researcher on an existing project and you are credited as a supporting author.

Other Publication Options Beyond journals

There are other ways to showcase your research. I highlight some of those below.

Practitioner publications  Another way to showcase your work is to target respected practitioner publications. These are places where non-researchers go to learn about developments. For example, one student in Lumiere  published a piece in Tech In Asia  summarizing his research on Open Innovation and the Ventilator Market (Tech In Asia is the Tech Crunch equivalent in South East Asia). Other practitioner publications include Online Magazines like Forbes or the Financial Times, local newspapers, or online blogs like the Huffington Post can all serve as possible targets. Generally publications in these places requires direct contact with an editorial manager, who can take a call as to whether your work is appropriate or not. To get to these editorial managers, you’ll need to do some online search and send them a pitch email that explains why your work is relevant to their audience. Offering an “exclusive” can be one additional way to make it attractive to the editors.

Research Conferences  Another place to showcase your research is in research conferences. In some fields, like computer science, conferences are actually more common places to publish work than journals. One advantage of research conferences is that they often will accept  abstracts  of research instead of full-length research articles, making the amount of effort required to get accepted lower. As well, many conferences want more researchers to populate the conference, again making the admission process easier. Example conferences for high school students to look at include the  Harvard Science Research Conference  or the  Sigma Xi Annual Meeting . There are also field specific conferences that you should search for based on your research paper.

Competitions

Finally, a common way to showcase your research is in the form of a student competition. Science fairs, such as  ISEF Regeneron , is one common way for students to showcase their work. But, there are dozens of others, including the  Genius Olympiad  (Environmental Issues),  John Locke Essay Competition , or the  STEM Fellowship Competition . Competitions can be one of the highest impact ways to show your work because it’s clear signaling. If you can win a competition with hundreds of entrants, then being able to write about it in your application shows your unique ability. In addition, competitions can often be submitted to parallel with other research publications (check your publications requirements before doing that though!).

The Final Word – Publication Can Be High Impact

If you have already written a research paper, then I highly encourage you to think about submitting it to high school or college level publications. The majority of work that you have done is spent on the research paper itself. So, if you can spend an additional 10-20 hours to showcase your research, then it’s highly valuable for you.

FAQ About Publications

• Do I need to publish my research for it to be impactful? No, but it provides a useful signal. Doing research alone is a rare and impressive way for students to showcase their academic depth. If you can publish that research, it adds a layer of external legitimacy to that research.
• Can I publish a research that is a literature review? Yes, though, you’ll have to think of which target journals accept that. For example, the  Journal of Student Research  and the  STEM Fellowship Journal  both accept literature reviews, but the Journal of Emerging Investigators does not. In general, the more original research that you do (i.e., data analysis, data collection, etc.) the broader the range of publications you can target. With that said, some fields (e.g. astrophysics) can be particularly difficult to do new data collection as a high school student, so for those fields a rigorous literature review is usually the best choice.
• Are all publications the same? No. Publications are like universities. Some are highly respected, selective, and rigorous and others are not. The key is for you to identify a journal that is as selective/respected as possible that you can get into. Watch out for pay-to-play journals, as they can become  negative  signals for you and your application.

Stephen is one of the founders of Lumiere and a Harvard College graduate. He founded Lumiere as a PhD student at Harvard Business School. Lumiere is a selective research program where students work 1-1 with a research mentor to develop an independent research paper.

Stephen Turban,  Lumiere Education

< Older Post

Newer Post >

Why Educational Planners Choose CounselMore

Aspiring IECs and College Counselors

Don't Miss This Chance

Post your article on the CounselMore Blog

CounselMore members enjoy more benefits

Slide title

Early Decision Dates: Unlocking the Calendar

Early Decision 1 vs. 2 - Which One to Choose?

Early Decision vs Early Action Series

The Four-Year Academic Plan as an IEC Business Gamechanger

Becoming an Educational Consultant - Series Wrap-Up

Connecticut's Bold Move: Towards Ending Legacy Admissions in Higher Education

Unlocking Success: Maximizing Benefits with College Counseling Software

5 Easy Steps on How to Find Your Niche in Education

Networking Mastery: How to Cultivate and Grow Your College Counseling Network

Navigating the Maze of College Planning Software: A Mostly Unbiased Review

Terms & Conditions • Privacy Policy

Short Story Marketing

• The High School Journal

About this Journal

The High School Journal publishes research, scholarship, essays, and reviews that critically examine the broad and complex field of secondary education. Founded in 1918, it is one of the oldest peer-reviewed academic journals in education.The journal is managed by students and faculty in the School of Education at the University of North Carolina at Chapel Hill and is published quarterly by the University of North Carolina Press.

published by

Available issues, table of contents, volume 106, 2022-2023.

• Volume 106, Number 2, Winter 2022
• Volume 106, Number 1, Fall 2022

Volume 105, 2021-2022

• Volume 105, Number 4, Summer 2022
• Volume 105, Number 3, Spring 2022
• Volume 105, Number 2, Winter 2022
• Volume 105, Number 1, Fall 2021

Volume 104, 2020-2021

• Volume 104, Number 4, Summer 2021
• Volume 104, Number 3, Spring 2021
• Volume 104, Number 2, Winter 2021
• Volume 104, Number 1, Fall 2020

Volume 103, 2019-2020

• Volume 103, Number 4, Summer 2020
• Volume 103, Number 3, Spring 2020
• Volume 103, Number 2, Winter 2020
• Volume 103, Number 1, Fall 2019

Volume 102, 2018-2019

• Volume 102, Number 4, Summer 2019
• Volume 102, Number 3, Spring 2019
• Volume 102, Number 2, Winter 2019
• Volume 102, Number 1, Fall 2018

Volume 101, 2017

• Volume 101, Number 4, Summer 2018
• Volume 101, Number 3, Spring 2018
• Volume 101, Number 2, Winter 2018
• Volume 101, Number 1, Fall 2017

Volume 100, 2016

• Volume 100, Number 4, Summer 2017
• Volume 100, Number 3, Spring 2017
• Volume 100, Number 2, Winter 2017
• Volume 100, Number 1, Fall 2016

Volume 99, 2015

• Volume 99, Number 4, Summer 2016
• Volume 99, Number 3, Spring 2016
• Volume 99, Number 2, Winter 2016
• Volume 99, Number 1, Fall 2015

Volume 98, 2014-2015

• Volume 98, Number 4, Summer 2015
• Volume 98, Number 3, Spring 2015
• Volume 98, Number 2, Winter 2015
• Volume 98, Number 1, Fall 2014

Volume 97, 2013

• Volume 97, Number 4, Summer 2014
• Volume 97, Number 3, Spring 2014
• Volume 97, Number 2, Winter 2013
• Volume 97, Number 1, Fall 2013

Volume 96, 2012

• Volume 96, Number 4, April/May 2013
• Volume 96, Number 3, February/March 2013
• Volume 96, Number 2, December/January 2013
• Volume 96, Number 1, Fall 2012

Volume 95, 2011

• Volume 95, Number 4, Summer 2012
• Volume 95, Number 3, Spring 2012
• Volume 95, Number 2, December/January 2012
• Volume 95, Number 1, Fall 2011

Volume 94, 2010

• Volume 94, Number 4, Summer 2011
• Volume 94, Number 3, Spring 2011
• Volume 94, Number 2,January–February 2011
• Volume 94, Number 1, Fall 2010

Volume 93, 2009

• Volume 93, Number 4, Summer 2010
• Volume 93, Number 3, Spring 2010
• Volume 93, Number 2,January–February 2010
• Volume 93, Number 1, November-December 2009

Volume 92, 2008

• Volume 92, Number 4, April-May 2009
• Volume 92, Number 3, February-March 2009
• Volume 92, Number 2, December 2008-January 2009
• Volume 92, Number 1, October-November 2008

Volume 91, 2007

• Volume 91, Number 4, April-May 2008
• Volume 91, Number 3, February-March 2008
• Volume 91, Number 2, December 2007-January 2008
• Volume 91, Number 1, October-November 2007

Volume 90, 2006-2007

• Volume 90, Number 4, April-May 2007
• Volume 90, Number 3, February-March 2007
• Volume 90, Number 2, December 2006-January 2007
• Volume 90, Number 1, October-November 2006

Volume 89, 2005-2006

• Volume 89, Number 4, April-May 2006
• Volume 89, Number 3, February-March 2006
• Volume 89, Number 2, December 2005-January 2006
• Volume 89, Number 1, October-November 2005

Volume 88, 2004-2005

• Volume 88, Number 4, April-May 2005
• Volume 88, Number 3, February-March 2005
• Volume 88, Number 2, December 2004-January 2005
• Volume 88, Number 1, October-November 2004

Volume 87, 2003-2004

• Volume 87, Number 4, April-May 2004
• Volume 87, Number 3, February-March 2004
• Volume 87, Number 2, December 2003-January 2004
• Volume 87, Number 1, October-November 2003

Volume 86, 2002-2003

• Volume 86, Number 4, April-May 2003
• Volume 86, Number 3, February-March 2003
• Volume 86, Number 2, December 2002-January 2003
• Volume 86, Number 1, October-November 2002

Volume 85, 2001-2002

• Volume 85, Number 4, April-May 2002
• Volume 85, Number 3, February-March 2002
• Volume 85, Number 2, December 2001-January 2002
• Volume 85, Number 1, October-November 2001

Volume 84, 2001

• Volume 84, Number 4, April-May 2001

Additional Information

Additional materials.

Additional Issue Materials

• Editorial Board -- Volume 103, Number 2, Winter 2020
• Editorial Board -- Volume 103, Number 1, Fall 2019
• Editorial Board -- Volume 102, Number 4, Summer 2019
• Editorial Board -- Volume 102, Number 3, Spring 2019
• Editorial Board -- Volume 102, Number 2, Winter 2019
• Editorial Board -- Volume 102, Number 1, Fall 2018
• Editorial Board -- Volume 101, Number 4, Summer 2018
• Editorial Board -- Volume 101, Number 3, Spring 2018
• Editorial Board -- Volume 101, Number 2, Winter 2018
• Editorial Board -- Volume 101, Number 1, Fall 2017
• Editorial Board -- Volume 100, Number 4, Summer 2017
• Editorial Board -- Volume 100, Number 3, Spring 2017
• Editorial Board -- Volume 100, Number 2, Winter 2017
• Editorial Board -- Volume 100, Number 1, Fall 2016
• Editorial Board -- Volume 99, Number 4, Summer 2016
• Editorial Board -- Volume 99, Number 3, Spring 2016
• Editorial Board -- Volume 99, Number 2, Winter 2016
• Editorial Board -- Volume 99, Number 1, Fall 2015
• Editorial Board -- Volume 98, Number 4, Summer 2015
• Editorial Board -- Volume 98, Number 3, Spring 2015
• Editorial Board -- Volume 98, Number 2, Winter 2015
• Editorial Board -- Volume 98, Number 1, Fall 2014
• Editorial Board -- Volume 97, Number 4, Summer 2014
• Editorial Board -- Volume 97, Number 3, Spring 2014
• Editorial Board -- Volume 97, Number 2, Winter 2013
• Editorial Board -- Volume 97, Number 1, Fall 2013
• Editorial Board -- Volume 96, Number 4, April/May 2013
• Editorial Board -- Volume 96, Number 3, February/March 2013
• Editorial Board -- Volume 96, Number 2, December/January 2013
• Editorial Board -- Volume 96, Number 1, Fall 2012
• Editorial Board -- Volume 95, Number 4, Summer 2012
• Editorial Board -- Volume 95, Number 3, Spring 2012
• Editorial Board -- Volume 95, Number 2, December/January 2012
• Editorial Board -- Volume 95, Number 1, Fall 2011
• Editorial Board -- Volume 94, Number 4, Summer 2011
• Editorial Board -- Volume 94, Number 3, Spring 2011
• Editorial Board -- Volume 94, Number 2,January–February 2011
• Editorial Board -- Volume 94, Number 1, Fall 2010
• Editorial Board -- Volume 93, Number 4, Summer 2010
• Editorial Board -- Volume 93, Number 3, Spring 2010
• Editorial Board -- Volume 93, Number 2,January–February 2010
• Editorial Board -- Volume 93, Number 1, November-December 2009
• Editorial Board -- Volume 92, Number 4, April-May 2009
• Editorial Board -- Volume 92, Number 3, February-March 2009
• Editorial Board -- Volume 92, Number 2, December 2008-January 2009
• Editorial Board -- Volume 92, Number 1, October-November 2008
• Editorial Board -- Volume 91, Number 4, April-May 2008
• Editorial Board -- Volume 91, Number 3, February-March 2008
• Editorial Board -- Volume 91, Number 2, December 2007-January 2008
• Editorial Board -- Volume 91, Number 1, October-November 2007
• Editorial Board -- Volume 90, Number 4, April-May 2007
• Editorial Board -- Volume 90, Number 3, February-March 2007
• Editorial Board -- Volume 90, Number 2, December 2006-January 2007
• Editorial Board -- Volume 90, Number 1, October-November 2006
• Editorial Board -- Volume 89, Number 4, April-May 2006
• Editorial Board -- Volume 89, Number 3, February-March 2006
• Editorial Board -- Volume 89, Number 2, December 2005-January 2006
• Editorial Board -- Volume 89, Number 1, October-November 2005
• Editorial Board -- Volume 88, Number 4, April-May 2005
• Editorial Board -- Volume 88, Number 3, February-March 2005
• Editorial Board -- Volume 88, Number 2, December 2004-January 2005
• Editorial Board -- Volume 88, Number 1, October-November 2004
• Editorial Board -- Volume 87, Number 4, April-May 2004
• Editorial Board -- Volume 87, Number 3, February-March 2004
• Editorial Board -- Volume 87, Number 2, December 2003-January 2004
• Editorial Board -- Volume 87, Number 1, October-November 2003
• Editorial Board -- Volume 86, Number 4, April-May 2003
• Editorial Board -- Volume 86, Number 3, February-March 2003
• Editorial Board -- Volume 86, Number 2, December 2002-January 2003
• Editorial Board -- Volume 86, Number 1, October-November 2002
• Editorial Board -- Volume 85, Number 4, April-May 2002
• Editorial Board -- Volume 85, Number 3, February-March 2002
• Editorial Board -- Volume 85, Number 2, December 2001-January 2002
• Editorial Board -- Volume 85, Number 1, October-November 2001
• Editorial Board -- Volume 84, Number 4, April-May 2001
• Editorial Board -- Volume 84, Number 3, February-March 2001

Project MUSE Mission

Project MUSE promotes the creation and dissemination of essential humanities and social science resources through collaboration with libraries, publishers, and scholars worldwide. Forged from a partnership between a university press and a library, Project MUSE is a trusted part of the academic and scholarly community it serves.

2715 North Charles Street Baltimore, Maryland, USA 21218

+1 (410) 516-6989 [email protected]

©2024 Project MUSE. Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries.

Now and Always, The Trusted Content Your Research Requires

Built on the Johns Hopkins University Campus

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.

• Computer Science
• Neuroscience

Social Sciences

• Join the 2024-2025 NHSJS Research Program

NHSJS Reports

• Submission Types
• Submission Guidelines
• Submit your research

Inflammatory Disease Emergence Linked to Epigenetic Factors

Advancements in solar cells with perovskites, policy effects on e-cigarette behaviors among high school students: agent-based simulations, unprecedented resilience: analysis of u.s safety-net hospitals response to covid-19, most viewed, tracking enzymatic hydrolysis of an amide bond using highly simplified 4-nitroanilide colorimetric substrates, 3d bioprinted organs and their effects, harvesting geothermal energy on mars for future settlement, plant-based bioremediation in water: the antibacterial and flocculating capabilities of moringa oleifera lam. seed extracts in combination with oligodynamic metal as a purifier for..., a comprehensive review on the complement system in cancer: from accelerating tumor development to therapeutic strategies, vps35 mechanisms and pathways that induce pathogenesis of neurodegenerative diseases, exploring car-t response variability in pediatric vs. adult b-all – a comprehensive review, exploring the potential of stem cell therapy in parkinson’s disease: recent studies and future prospects, computer science, early detection of crop diseases using cnn classification, evaluation of computer vision models on car crash detection, 3d lidar-based object conditions in adverse weather conditions, how hashtags are used on instagram following a globally known event and their relevance, comparison of plastics bags and it’s most common alternatives, the environmental and health impact of paint products, the degradation kinetics of commercially available polylactic acid (pla) materials under differing ph levels, how can less toxic compounds positively impact the chemical production of cosmetics, stay connected, struggle for the constitutional court of turkey to balance between individual and democratic rights in times of political conflict, black holes’ information paradox and it’s complexity, partnerships, why every high school researcher interested in biology should be reading nature, partnership spotlight: grammarly, geometric investigation of tandem flapping hydrofoils under wave orbital motion, how did early stages of the universe shape its evolution into its current state, finite element method’s application in vehicle safety design, a fractured education: the impact of covid-19 on refugees’ educational opportunities in greece, the role of shame: mental illness in fifteenth and sixteenth century english narrative, when music transgresses language: unraveling the cultural and emotional power of breaking linguistic rules in musical composition, environmental science, carbon accounting in schools – an analysis of emissions in montgomery county public schools, how does regional geography control the intensity of microplastic pollution and impact plant life in floodplain-adjacent ecosystems, constructing a global electricity supergrid based on renewable energy sources: a qualitative analysis, popular categories.

• Biology 189
• NHSJS Reports 188
• Chemistry 55
• Social Sciences 41
• Environment 37
• Scientific Advisory Board
• Our Peer Review Staff
• Publication Timeline
• Parent Resources
• Privacy Policy
• NHSJS Stickers

The National High School Journal of Science is a free, online, student-run and peer-reviewed research journal that is targeted towards high school students. Striving to bring science to a wider audience and engaging students in learning beyond the classroom walls, our journal hopes to expose young people to new ideas and topics. This high school student-run science journal always welcomes aspiring scientists to submit articles and to get involved with our publishing process.

© NHSJS 2020

• About NHSJS
• Get Involved

How Teens Can Publish Scientific Research Before College

• April 15, 2020

I recently had the opportunity to meet the team from the Journal of Emerging Investigators (JEI), a free mentorship program and open-access journal that publishes original research written by middle and high school students about topics in the biological and physical sciences. It offers an exciting opportunity for students who want to publish their scientific findings in a peer-reviewed scientific journal before they go to college.

JEI is a non-profit group, operated by graduate students, postdoctoral fellows, and professors across the US, that gives teens feedback on original research and helps them publish their research through JEI’s open-access and free journal. 

In addition to providing students insight and experience in the scientific process, JEI offers a unique opportunity to learn peer review and publication, a critical part of being a scientist. Publishing is also a significant accomplishment that students can feature in their college and scholarship applications and resumes.

I chatted with Brandon Sit, Executive Director at JEI, and asked him to explain how the process works, the benefits of the program, what students and mentors can expect, and how parents can support their child.

How did JEI get started?

Like many of the research projects we publish, JEI started with an observation. As a volunteer at several local science fairs in the Boston area, our founder, Sarah Fankhauser, noticed that the posters of many students – including all the data and the conclusions — often went into the trash once fair concluded. She asked herself, ‘How could we keep the work of these young scientists alive past science fair and share it more broadly?’.

At the time, there was no science journal dedicated to publishing the work of middle and high school students, so Sarah brought the idea to her fellow graduate students at Harvard Medical School. We published our first paper in 2012 and haven’t looked back! 

We started JEI because we believe that all students should have an opportunity to share their research findings with their peers and the world. In particular, we believe that they should be able to do so in a way that teaches them about how professional and academic scientists share and curate knowledge!

Education about scientific communication is virtually non-existent in US K-12 science curricular guidelines, and our experience as practicing scientists gave us a perfect background to set up JEI. By creating a journal and peer review process from the ground up, we were able to tailor the entire experience to pre-college students. In doing so, we baked in opportunities to engage and mentor them at all stages of the scientific method – from question generation to data collection all the way through to publication of results. 

How do students benefit?

As professional scientists, a large part of our day involves reading scientific articles, writing about our own data into journal manuscripts, or otherwise communicating science to both scientific audiences and the public. The times when we prepare our research for publication are particularly edifying; they help us to see “the whole picture” of our research with remarkable new clarity.  

T hese experiences—and the skill to communicate scientific work clearly—are critical to success in STEM careers. Yet most young scientists have few opportunities to present their independent scientific research, and outside of once-a-year local science fairs, receive minimal feedback from other scientists and educators.

We founded JEI to offer professional scientific mentorship and engage students on their own turf using their unique, independent research. The manuscript publication process provides a perfect substrate for scientists to suggest feedback to students and engage them in a series of scientific critiques and revisions that ultimately both strengthens their research project and trains their minds to tackle future challenges in STEM.

Publishing with JEI has taught me the interdisciplinary nature of scientific research. Each problem has to be tackled with an open mind, with a creativity and curiosity that draws upon knowledge from numerous different fields, and with a highly collaborative mindset that seeks to build upon previous work done by other researchers. I am excited to continue pursuing research in science and Artificial Intelligence, and I am extremely thankful for the opportunity JEI gave me to publish my work. – Toby Kremain, Newton North High School (Newton, MA)

What kind of impact has JEI had?

Since 2012, JEI has published over 250 papers authored by pre-college students! Since many of our manuscripts have several student authors, this represents about 1500 students that we have been able to mentor through our organization. Our reach from a small Massachusetts-centric organization has expanded—we now have submissions from all over the United States, as well as international submissions. Our staff has grown to about 300 active PhD students, research fellows, academic faculty, and professional scientists. 

Can you share some examples of published articles?

1) “ Investigation of everyday locations for antibiotic-resistant bacteria in Cambridge, Massachusetts”  

2) “ Antibacterial activity and absorption of paper towels made from fruit peel extracts ”

3) “ A simple printing solution to aid deficit reduction ”: This article was picked up by CNN and subsequently covered very heavily in the national media ( CNN , the Atlantic ).

How does the research submission process work?

JEI’s core activity is as a scientific journal, which means that our process starts when students, with the help of their teacher or other supervisor, submit an electronic version of their research manuscript to us on our online submission portal. 

For the student, the process starts when they have a research question they are passionate about. With the support of their senior mentor (e.g., a parent or a teacher), the student carries out experiments to answer their question of interest and writes up their research in a manuscript. We provide guidelines on emerginginvestigators.org to help students convert their classroom work or science fair work into a scientific manuscript, something that they may not have done in class before.

A Managing Editor reviews every submitted manuscript, first performing a quality control/formatting check to make sure all of our basic requirements have been met: a clear hypothesis, basic adherence to our writing guidelines, and inclusion of appropriate approval forms. We will communicate with the student and mentor via email to fix any of those issues.

Next, the Managing Editor assigns the manuscript to a dedicated Associate Editor, who will then ask 3 or 4 JEI-affiliated scientists with expertise in that research area to review the manuscript. Both the Associate Editor and reviewers read the manuscript and give constructive feedback about how to improve the experiments and the writing. Once the review process is finished, the editor combines all of the reviewers’ comments into a summary letter that helps the student authors understand each comment and the work they need to do to revise the manuscript. There is no time limit for students to revise their manuscripts, and the editors are available as contacts for the students if they have additional questions. 

Once students submit their revised manuscript, the same editor will either return it for additional edits or accept the manuscript and move it to copy editing. Our copy editing team then works with the student to hone style, grammar, clarity, and other presentation details of the manuscript, while retaining the student’s voice and writing. Once the student has gone through the copy editing revisions, the manuscript is passed on to our Publishing Editors, who format the article into a professional journal proof. The article is then published on our website, and we send press releases to any local media outlets.

We’ve designed this process to be almost exactly the same as the one used by professional scientific journals. From start to finish, we aim to publish students’ work on our website within 5-6 months of their initial submission.

What should students know?

First off, congratulations on undertaking or planning to undertake your own independent research! While research can often be tough, it is ultimately very rewarding to create a project that contributes to our general knowledge, and is a complete product that you can present to others to show your efforts and skills. 

Our most important piece of advice is for you to read our guidelines and follow them as closely as possible—most delays in manuscript processing come from guidelines not being followed. Make sure to share these guidelines with your teacher or mentor, so that you are both on the same page. This will not only help you design your experiment, but will also help you avoid delays from formatting or other causes when you submit your manuscript!

One of the most important guidelines is that your research is hypothesis-driven. This means that you ask a question, predict what the answer might be (your hypothesis), and then carry out experiments or tests to see whether your predictions are supported by your experimental results or not.

Another important aspect is that you complete the proper approval forms before undertaking any research that involves human participants or vertebrate animals (like mice).

If you would like support from your teacher in doing your project, we suggest that you talk to them one-on-one about your desire to do your own project to see if they can assist you. Before you do this, it may also be very useful to fill out a research study proposal form so you can present your ideas to them in writing. They may be able to give you more specific feedback on your form than they would in a conversation. Filling out the form will also show them that you have spent time thinking seriously about your project. 

JEI has tools and resources to help with any stage of a scientific experiment. Even if you haven’t thought of your experiment yet—if you just have an idea of something you are interested in—get in touch with us at our Ask-a-Scientist page and we’ll do our best to help you!

How can students use this experience in college applications?

Publishing in a scientific journal before college is a significant boost to any students’ profile for college and/or scholarship applications. It demonstrates that they understand the practice of science in today’s society, and more importantly, shows that they are capable of generating an original scientific question, developing hypotheses about that question, testing their hypotheses, and writing about their results. 

Publishing a manuscript on your own research project shows great tenacity, commitment, and skill (both in science and in writing). You will learn how to think critically about how to answer your question, accept constructive criticism, manage your time and resources, write like a scientist, and design experiments. You may want to talk about all or some of these aspects in your essays and, if the application allows, attach your manuscript as a supplemental document. You may also want to talk about the challenges and successes of carrying out your own research project and what you learned from trying things out for yourself. In addition, presenting your own research project and manuscript is a great way to show yourself a self-motivated and curious individual. 

Beyond applications, this experience often ignites a student’s interest in pursuing a STEM major and opportunities during college: many of our student authors go on to apply for and obtain positions as undergraduate researchers at university labs and research groups. 

What is a teacher’s role and how can they get involved?

Since our students can range in grade level from middle to high school, one blanket requirement for all of our manuscripts is that an adult is listed as a senior author. In virtually all cases, this is the student’s teacher or research supervisor. 

The senior author’s role in the process is to assist the student in the design and execution of the study and the manuscript write-up. The level of involvement of each teacher is, of course, up to the student and teacher—some students can undertake their projects very independently (especially if they have had previous experience), whereas others would like more advice if this is their first research project. We would like senior mentors to be present for all steps of the process, from submission all the way to publication, in order to help the student tackle the revisions to the manuscript. This can sometimes be a lengthy process (>6 months), given that revisions can take a while to complete if a student is busy with classes. 

We also require that the manuscript be submitted to our platform by the senior mentor.  Besides supervising the student(s) during their experiments and their revisions, the teacher (or mentor) acts as the main point of contact for communications with the journal. This approach ensures that the manuscript has received approval to be submitted and that there is a mentor present and willing to assist the student author.

Teachers with student(s) potentially interested in JEI can get more information about the process and submission requirements on our website. One requirement that some authors do not realize we have is that for any studies involving humans or animals, authors must obtain ethical and scientific approval from the appropriate entities before performing their research. This is something that teachers can particularly help with, by ensuring authors have all the correct documentation completed before they embark on their experiments. 

JEI has also recently started to generate materials that incorporate JEI articles into classroom worksheets and exercises! These are great tools for educators who would like to incorporate reading of primary scientific literature into their classrooms. These are free to use and can be accessed on our resources page . 

How can parents support their child?

Parents play similar roles in the JEI process as do teachers; they can also act as senior mentors on student manuscripts. 

If, as a parent, you would like to get your child involved in a research project, we would encourage you to have them explore some of JEI’s published articles. Not all of them may be accessible to younger grade levels, so you and/or their teacher may need to choose the right articles to read and help them brainstorm new directions of research.

One question we get sometimes from students is whether their research is “good enough” to publish. At JEI, we try to emphasize that you don’t need to do an incredibly complex experiment with expensive equipment to do “good” science—you just need to be interested in a topic and ask a well-thought-out scientific question about it. We place absolutely no requirement on the complexity of the manuscript. Here, parents can help us out by encouraging their children to ask questions and think scientifically about the things all around them in their everyday lives! 

One new program we’re starting at JEI is tailored to this aspect of scientific inquiry: our new “Ask-a-Scientist” feature. Ask-a-Scientist is an online portal where students and their teachers/parents, no matter their research progress, can submit questions to our staff and receive individualized advice and help designing good research questions and outlining doable experiments. Interested parents and students can find more information by visiting Ask-a-Scientist .  

You can also ask your child or your child’s teacher if there are any local science fairs that students are participating in or if there are research-based projects being carried out in class. Science fair submissions and in-class research projects (commonly as a final project) often become JEI submissions.  

Is there any cost to participate?

Submission and publication in JEI are completely free for all students and their mentors.

Is there anything else you would like to share?

JEI also offers a number of educational resources for teachers and is always looking to collaborate with classrooms in the local Boston area to help teach authentic STEM!

Final thoughts

If your child has been published in JEI, will you share your experience with me? I’d love to hear about your child’s work and your experience with the organization! Contact me at bostontechmom.com . 

Image Credit: JEI

• Posted in STEM Programs

Comments on “How Teens Can Publish Scientific Research Before College”

hey, can I submit a manuscript based on a idea/ observation rather than a actual research paper regarding school bus transport system in Dubai. This idea requires further efficacy and feasibility study to confirm the observation.

I would start by reviewing the Submission Guidelines: https://emerginginvestigators.org/submissions/hypothesis-driven-research .

Does JEI by any chance accept research papers by international students in high school or it’s required to be only for the US citizens?:)

International submissions are accepted.

Hello – How long does the review process take on average? Does JEI suggest the right journals based on the paper? How long does it take from submission to journal to get published?

JEI says they aim to publish students’ work on their website within 5-6 months of their initial submission. Visit their website to learn about the submission process: https://www.emerginginvestigators.org/submissions/guidelines . Contact them directly with questions at [email protected] .

Hello, I have completed a research on Solar Panels and how to improve their efficiency. My research suggests new scientific way to improve the Solar panel efficiency, however I have not completed the testing due to limitation in constructing the material in the lab. Can I publish my findings at JEI? Thanks

I would contact JEI directly to discuss your research. You can reach them at [email protected] .

Hello, Thank you.

I have been doing a research on the Collatz conjecture and I discovered some ways to simplify it. I did this research alone without even a teacher or parent helping me. Am I able to publish in this journal?

Hey Ntobeko, I have also been working on Collatz conjecture. I have also find some patterns in Collatz Sequence, without the help of anybody else…if u would like to contact me, then email me here, [email protected]

Hey, Can I publish Mathematical Research Papers, with the help of JEI, like a newly devised Formula(which requires less time than Traditional method) or a paper on patterns observed in numbers(Number-Theory related), etc…???

Thanks for your question! I would contact JEI directly with your idea. You can reach them at [email protected] .

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

Yes, add me to your mailing list

About BostonTechMom

Cyndi Reitmeyer is BostonTechMom’s founder and the person behind the articles and program listings. Her blog explores topics related to raising children who are comfortable, competent, capable, and confident around science, technology, engineering, and math—whether they’re headed for a STEM career or not.

Don't miss a post!

Popular posts.

The Most Flexible Research Program for High School Students

Passion propels you further.

Get ahead on the competitive road to college with passion-fueled research opportunities

Polygence students report 2-5x higher acceptance rates to elite universities. 

Learn more about the growing value of Research Projects for college admissions.

Why choose Polygence?

A project that’s one of a kind - like you.

Polygence offers the most personalized mentored research experience - you choose the subject, research question and outcome of your project, so you can explore and create what you love.

The most flexible research program

High School Students are already busy with classes, extracurriculars and more - so we offer start dates throughout the year and allow students to set the pace that’s right for them and their project.

Tailored mentorship just for you

We ensure strong mentor-student fit by leveraging our extensive network of experts from top universities to match you with a mentor who shares your unique interests and passions.

A Project as Unique as You

Your program is tailored to your individual passion – you choose the field and the topic to research.

Find the right program for you

Core Program

For High School students who want to turn their passion into a tangible outcome with the guidance of an expert mentor. You’ll dive deep into a research topic of your choice over 10 one-on-one sessions.

For students who are unsure about what to study or weighing multiple options, this 3-session add-on to our Core program helps you find a topic that you’ll love.

Premium Showcasing Support

For students who are excited to publish, compete or otherwise spotlight their work, this 3-session add-on provides expert showcasing guidance.

Not ready for a full research project?

Check out Pathfinders - our Career/Major discovery program and Pods - our short-form group research program, or take our Personality Quiz to find your best fit!

Projects Beyond Research Papers

The most flexible mentored research program that lets YOU choose the output to work towards - from published research papers, to podcasts, to prototypes of inventions and anything in between.

"The idea that you can do anything, or you can have an effect on a really big problem…that’s something I developed through Polygence and with my mentor."

Your Ideal Match

Polygence has the most extensive network of PhD-level mentors from top universities. We will find your ideal match in any field or topic of interest.

PhD candidate at Carnegie Mellon University

”She was an absolute gem of a research mentor! Her guidance was like a compass in the world of academia. Kimi made the research journey feel less like a maze and more like a scenic route.”

Polygence student

Polygence by the numbers

Polygence projects are a meaningful addition to a student’s intellectual growth and college application

99% of Polygence alumni

feature their projects on their college applications

3 out of 4 admissions officers

say research experience weighs favorably in college applications

96%+ of Polygence students

say we meet or exceed their expectations of the program

Polygence was recently selected as one of the top 25 most promising startups in education technology

2000+ Expert mentors

from top universities with over 40 subjects represented

Interested in Learning More? Explore our full admissions outcomes

• Open access
• Published: 26 March 2024

Development of indicators and moral intelligence scales for junior high school students: mixed-method research

• Ujsara Prasertsin 1 , 2 ,
• Kamontip Srihaset 3 &
• Pattama Roopsuwankun 1  

BMC Psychology volume  12 , Article number:  174 ( 2024 ) Cite this article

Metrics details

The purposes of this research were (1) to study the indicators of moral intelligence for junior high school students, (2) to develop moral intelligence scales for junior high school students, and (3) to assess the needs of moral intelligence for junior high school students. By the mixed-method research, the sample group used in the research was 11 key informants for in-depth interviews, 100 students in mixed classes of 20 schools, 1,997 students in total. The results show the following:

1. The moral intelligence indicators for junior high school students consisted of 6 indicators: Equality, Empathy, Morality, Tolerance, Self-control, and Kindness.

2. To create moral intelligence scales for junior high school students, the Cronbach’s alpha coefficients for each section were.939,0.920 and.841, respectively. With corroborative component analysis classified by the overall composition, it was found that the mean was at a high level (M = 3.955), with a low distribution with a standard deviation (SD) of 0.576 and a distribution coefficient (C.V.) of 14.566.

3. For needs assessment of moral intelligence for junior high school students, it was found that the third component of morality had the most needs (PNI modified =0.095), followed by the 5th component of self-control (PNI modified =0.081), the second component of empathy (PNI modified =0.075), the 4th component of tolerance (PNI modified =0.073), the 6th component of kindness (PNI modified =0.055) and the first component of equality (PNI modified =0.053).

Peer Review reports

Introduction

Enhancing ethical intelligence is an important factor for human beings to learn from experience to think critically about solving problems in different situations. This can be applied in a normal life because ethical intelligence is one of the factors that help encourage learners. It is a part of holistic education in helping develop a person’s abilities, consciousness, conscience, discrimination, good and bad, and social existence. It also builds relationships and ethical intelligence behaviors in educational institutions and develops the potential of a person after graduation to pursue a career (Rodney, [ 1 ]; Malikeh, et al., [ 2 ]). “Moral Quotient” (MQ) or “Intelligence in Ethics” or “Ethical Intelligence,” a Thai word, (Suphanphet, [ 3 ]) and “intelligence in doing good deeds or moral intelligence” (Kusiriwichian, [ 4 ]) all refer to the same meaning. Both can be interpreted as ethical intelligence depending on the context of the research and the researcher. However, most foreign researchers use the term “moral intelligence,” MI. According to the study of principles, concepts and theories of ethical intelligence, it refers to the level of moral ethics of a person who can understand self-control as an intellectual center by setting rules to think and act in the right way with honesty, compassion, forgiveness, and self-responsibility toward society and humanity (Lennick & Kiel, [ 5 ]; Nixon, [ 6 ]). As a result of one’s own actions, everything having been done follows the law of cause and effect (the law of cause and effect), consistent with the research of (Teo & Lachlan, [ 7 ]). For a person’s good level of ethical intelligence, it must be done in early childhood nurture because this will enable a person to develop and instill love. This is an important key to developing ethical foundations for making decisions to behave according to righteousness with good intentions in every situation (Borba, [ 8 ]; Lennick & Kiel, [ 9 ]). According to former studies, ethical intelligence has only been associated with abstract and concrete individuals whose rationale and ethical behaviors remain unclear. Currently, research on ethical intelligence, especially overseas studies, has been studied and researched in this aspect by expanding the descriptions and relevant components based on the development of moral intelligence structure (Development of Moral Intelligence Structure) (Sokhuma, [ 10 ]).

Therefore, to effectively develop ethical intelligence scales for junior high school students, the researcher has added several methods for gaining knowledge from research on needs. One important method is ‘needs assessment’ and ‘needs assessment research,’ a systematic process to specify differences between expected conditions and actual conditions. The data have been used to prioritize the differences and then select the critical needs to determine causes and assessment guidelines. In needs assessment, the results of needs assessment must be prioritized at every step of the process (Wongwanich, [ 11 ]).

For the reasons mentioned above, the purposes of this research were to develop moral intelligence scales for junior high school students by using mixed-method research, relating to a link between quantitative and qualitative research to access data comprehensively. The results of this research will be beneficial for the self-improvement process leading to social development, especially for junior high school students, who will grow up as an important workforce to develop the nation in the future.

Methodology

The researcher designed mixed-method research between quantitative and qualitative methods consisting of three phases of methodology based on three objectives. In Phase 1 and Phase 2, the researcher designed the research in the form of an Exploratory Design: instrument development model (Creswell & Plano Clark, 2007; Prasertsin, [ 12 ]) as the creation of quantitative tools with qualitative findings, the use of qualitative data to create and design tools used quantitatively in Phase 2. In Phase 3, the researcher designed the research to assess needs by designing each phase as a Triangulation Design: Convergence Model. The steps of each phase were detailed as follows:

Phase 1 Study of ethical intelligence indicators for junior high school students

In the study of the ethical intelligence indicators for junior high school students, relevant literature and research were reviewed to define and identify indicators of ethical intelligence for junior high school students among domestic and overseas studies to obtain data as accurate as possible in today’s Thai society. Specifying qualitative ethical intelligence indicators for junior high school students was studied through in-depth interviews with a total of 1 key informant from schools in various regions of Thailand. An interview questionnaire was used as a tool to gain data on the students’ ethical intelligence. The researcher has studied related documents and studies to create a conceptual framework and select case studies.

Phase 2 Development of ethical intelligence scales for junior high school students

To create ethical intelligence scales for junior high school students, the researcher used the ethical intelligence indicators for junior high school students obtained from Phase I to create and design a tool for quantitative use. The survey was conducted with 1,997 junior high school students from various regional schools nationwide. To examine the coherence of the ethical intelligence measurement model for junior high school students, the researcher conducted a corroborative component analysis (CFA) of the data collected from Phase 2 to test the validity of the data obtained from the phase 1 indicators.

Phase 3 Needs assessment of ethical intelligence for junior high school students

Data of the measurement from Phase 2 were measured with 1,997 junior high school students from various regional schools nationwide to analyze and assess the needs of ethical intelligence for junior high school students.

Tools and quality testing

The researcher verified the validity and reliability of the data by triangulation (Denzin, 1970 cited in Chantavanich, [ 13 ]) to examine the sources of the data.

Method of data collection

The researcher planned to use the data obtained from the collection process to reduce, check and analyze the data. These 3 processes were conducted in parallel with the data collection process, and the last step was to analyze the data for qualitative study.

Quantitative data analysis

The researcher used (1) primary data analysis to describe general characteristics of categorical data such as frequency distribution, numbers, percentage, and descriptive statistical analysis to present primary statistical values of continuous variables (continuous data) to see distribution characteristics and a distribution of variables, (2) data analysis to examine indicators and quality of ethical intelligence scales for junior high school students with a corroborative component analysis (CFA), and (3) needs analysis with index values PNI modified =(I-D)/D to manipulate needs in descending priorities through the PNI modified index. A high index referred to high needs for more development than a lower index (Wongwanich, [ 11 ]).

Qualitative data analysis

The researcher used (1) content analysis from participant observation, informal interviews, in-depth interviews, and documentary analysis and (2) data classification to classify into categories or types based on the Lofland Concept of Social Phenomena Observation (1971 cited in Chantavanich, [ 13 ]) as classification criteria.

Study of ethical intelligence indicators for junior high school students

It was found that ethical intelligence indicators referred to a person’s intellectual ability to learn, behave and make decisions about what to do or not do in society. A level of individual moral intelligence consisted of 6 indicators: (1) Equality referred to respecting others’ differences, not discriminating, equality and not taking advantage; (2) Empathy referred to empathy for others, emotional empathy, responsibility for duties; (3) Morality referred to adherence to righteousness, observance of social doctrines and rules, as peaceful as coexistence with basic morality; (4) Tolerance referred to insensitivity to provocative stimuli, perseverance, and determination; (5) Self-control referred to emotional self-regulation with firmness, self-mental control of unwanted emotions and behaviors; and (6) Benevolence referred to good will to help others according to one’s own strength, no oppression and common good thinking.

The researcher created and designed quantitative tools for lower secondary students using ethical intelligence indicators obtained from Phase 1.

Development of ethical intelligence scales for junior high school students

The researcher created and designed quantitative tools for junior high school students using the ethical intelligence indicators obtained from Phase 1. A survey was conducted with 2,000 junior high school students from various regional schools nationwide. Tool quality testing was conducted for the content validity of the indicators used to measure the ethical intelligence of the students. Definitions of each component were checked and recommended by 5 experts in the conformity of the components and definitions by calculating the Index of Item Objective Congruence (IOC) for each question. The Index of Item Objective Congruence (IOC) must be between 0.60 and 1.00. The questionnaire was then used to test the content validity of the tools (Try Out) with 55 junior high school students in the population group, but not subjects, to determine the quality of reliable tools (Reliability). To measure variables used in the research by using Cronbach’s alpha coefficient formula (Prasertsin, [ 14 ]), the results of the study in this section showed values for the reliability of each section and each component as follows: (1) Part 2, Questions of Opinions and Practices had 6 items on each aspect, 36 items in total, with a validity value of the whole text α = 0.939; (2) Part 3, Reasoning Situational Questions included 6 conditions, 24 items, with validity values α = 0.920; and (3) Part 4, Behavioral Situation Questions included 6 situations, 24 items in total, with a reliability value of the whole text α = 0.841.

To examine the coherence of the ethical intelligence measurement model for junior high school students, the results were as follows: Part 1, basic data of junior high school students, showed that the majority of students were 60.94% female. Most of them were studying in Mathayom 2, accounting for 41.71%. In consideration of overall GPA, it was found that junior high school students had a GPA of 3.299, with a small distribution, a standard deviation (SD) of 0.571 and a dispersion coefficient (C.V.) of 17.316. When considering the distribution of data, the negative skewness (Sk) and the negative kurtosis (Ku) indicated that the majority of the samples had overall above-average GPAs and a high distribution of data. The results of the reviewed ethical intelligence model for junior high school students revealed that the construct validity of ethical intelligence scales for junior high school students was examined by analyzing the construct validity of the ethical intelligence model for junior high school students through confirmatory factor analysis (confirmatory factor analysis). The details were as follows: The results of the data analysis on moral intelligence variables for junior high school students classified by components as a whole showed that the mean was at a high level (M = 3.955), with a small distribution, a standard deviation (SD) of 0.576 and a dispersion coefficient (C.V.) of 14.566. When considering the distribution of the data, the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had above-average moral intelligence scores and a high distribution of the data. In consideration of each component, it was found that all components had a high mean, with Component 1 Equality having the highest mean, followed by Component 2 Empathy, Component 6 Kindness, Component 5 Self-Control, Component 4 Tolerance and Component 3 Morality (M = 4.088, 3.999, 3.988, 3.931, 3.895 and 3.832, respectively). All components had a slight distribution with a standard deviation (SD) between 0.610 and 0.685 and a distribution coefficient (C.V.) between 14.917 and 17. 219. The most distributed component was Component 4, Tolerance. The least distributed component was Component 1 Equality. When considering the distribution of the data, the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had higher than average ethical intelligence scores in each component and a high distribution of the data.

The correlation coefficient matrix analysis of 15 pairs of observed variables in a model was different from zero at a statistical significance level of.05 (p =.000). In all pairs, the correlation coefficient was between 0.642 and 0.776. In terms of correlation size, it was found that the correlation variables were at a moderate level. The observed variable with the highest mean was Component 1, equality (M = 4.088, SD = 0.610), and the observed variable with the lowest mean was Component 3, morality (M = 3.832, SD = 0.651). When considering the results of Bartlett’s test of sphericity, a statistical test hypothesis whether the correlation matrix was an identity matrix, χ 2  = 10019.858 (df = 15, p =.000), was significantly different from zero at a statistical significance level of.01 and consistent with the index analysis results of Kaiser‒Meyer‒Olkin (KMO), approaching 1 (KMO = 0.925). It revealed that the observed variable correlation matrix was not an identity matrix and that there was enough correlation between the variables for component analysis to verify structure validity. The details of the means, standard deviations and correlations of the observed variables were obtained in the ethical intelligence measurement model for junior high school students.

The results of the corroborative component analysis revealed that the ethical intelligence model for junior high school students was consistent with the empirical data, as determined by GFI = 0.918, AGFI = 0.906, NFI = 0.924, RFI =. 0.917, IFI = 0.939, TLI = 0.934, RMR = 0.025, RMSEA = 0.042 and CFI = 0.939. The coherence indexes were in accordance with the criteria of Hair et al. [ 15 ]. The standard component weight coefficient (β) of the observed variables or indicators showed that all components of the indicators had a standard component weight coefficient (β) of the observed variables or indicators. All of them were statistically significant at the.05 level (p =.000).

The results of the preliminary statistical analysis of moral intelligence scores for junior high school students with reasoning situational questions classified by components presented showed that the overall analysis results were at a high level (M = 3.958), with a low distribution, a standard deviation (SD) of 0.712 and a distribution coefficient (C.V.) of 17.985. When considering the data distribution, it was found that the negative skew (Sk) and the negative Ku (Ku) indicated that the majority of the samples had ethical intelligence scores for junior high school students. For reasoning situation questions, it was above average, and the data had a high distribution. Considering each component, it was found that all components had high means. For the behavioral situation questionnaire, it was found that the mean was 58.260 (M = 58.260), with a fairly large distribution, a standard deviation (SD) of 6.778 and a distribution coefficient (C.V.) of 11.635. When considering the distribution of the data, it was found that the negative skew (Sk) and the positive Ku (Ku) indicated that the majority of the samples had ethical intelligence scores for junior high school students. The overall behavioral situation questions were above average, and the data had a slight distribution. For the results of the correlation coefficient matrix analysis, all 3 ethical intelligence scores for junior high school students were among scores from opinion and action questions, scores for situational rationale questions, and scores from questionnaires. Three pairs were different from zero at a statistical significance level of 0.05 (p =.000). In all pairs, the correlation coefficient was between 0.257 and 0.678. In terms of correlation size, the correlation of variables was at a low to moderate level.

Ethical intelligence needs assessment for junior high school students

Current and expected needs were prioritized using the PNI modified Priority Needs Index method, calculated from a mean of the expected condition (I) and a mean of the actual condition (D). No. 1 compared to each component revealed that Component 3 Morality had the highest need (PNI modified =0.095). No. 2 compared to 36 items in total revealed that item 17, the students told the truth reasonably under good morals, had the highest need (PNI modified =0.122). Considering lists of items of Component 1 Equality, it was found that item 5, communicating with others with a sense of conscience, was what students were most aware of in their lives (PNI modified =0.082). For component 2, Empathy, item 7, students with careful thinking before communicating or talking to others to not make others lose their feelings, had the highest need (PNI modified =0.104). Component 3 Morality found that in item 17, students spoke truthfully and rationally under good morals (PNI modified =0.122). Component 4, Tolerance, found that item 24, when encountering various events in their lives, students were able to be patient and wait, had the highest need. (PNI modified =0.093). Component 5, self-control, revealed that item 28, when a mistake occurred, students did not blame others or blame situations, was the most imperative (PNI modified =0.101). Component 6, Kindness, revealed that item 36, students focused on doing good for the public to make people around happy, had the highest need (PNI modified =0.083).

It was found that ethical intelligence indicators referred to characteristics of a person’s intellectual ability to learn, behave and make informed decisions on what to do or not to do in society. It was a level of a person’s moral intelligence consisting of six indicators: (1) equality, (2) empathy, (3) morality, (4) tolerance, (5) self-control, and (6) kindness. This was consistent with the model of Borba [ 8 ], an educational psychologist who gave the idea of ethical intelligence and presented seven components of ethical intelligence enhancement: (1) empathy, (2) conscience, (3) self-control, (4) respect (5) kindness, (6) tolerance, and (7) fairness. In addition, Lennick & Kiel [ 9 ] divided the core components of ethical intelligence into four aspects: honesty and integrity, responsibility, compassion, and forgiveness, which were used to assess a person’s level of ethical intelligence. Consistent with Clarken’s [ 16 ] study of ethical intelligence in schools, it was found that ethical intelligence referred to the ability to apply ethical principles to personal goals, values, and actions. The structure of ethical intelligence consisted of four competencies related to honesty, responsibility, forgiveness, and compassion. This finding was consistent with research by Prasetiawan & Barida [ 17 ], who studied improving adolescents’ moral intelligence and practical problem-solving approaches by using an ethical intelligence tool that consisted of 7 aspects: empathy, self-control, conscience, respect, kindness, tolerance and fairness.

Although the indicators in each theory and research have different components, they all have a comprehensive meaning.

To conduct a tool quality assessment for consistency of the indicators used to measure ethical intelligence of students, the researcher provided (the) definitions of each component for 5 experts to verify their conformity and definitions by calculating the Index of Item (IOC) of each item (The Index of Item Objective Congruence; IOC) between 0.60 and 1.00. It was shown that an ethical intelligence model for junior high school students was created as ethical intelligence behavior alternatives with high content validity, in accordance with the principles of Srisa-ard [ 18 ]. It stated that a consistent index of 0.50 or higher was considered a good, measurable, comprehensive and representative behavioral trait. Therefore, it can be said that the ethical intelligence model for junior high school students created by the researcher was consistent with the content validity of tool quality on reliability (reliability).

To measure the variables, the researcher used Cronbach’s alpha coefficient formula corresponding to the criteria for determining the acceptable level of reliability. It should be at 0.70 or higher (Pinyoanuntapong, [ 19 ]). This is consistent with Johnson and Christenson, who recommend that scales should have a reliability coefficient of 0.70 or higher, depending on the research objective (Mitranun et al., [ 20 ]). The results of the corroborative component analysis revealed that the ethical intelligence model for junior high school students was consistent with the empirical data as determined by GFI = 0.918, AGFI = 0.906, NFI = 0.924, RFI =. 0.917, IFI = 0.939, TLI = 0.934, RMR = 0.025, RMSEA = 0.042 and CFI = 0.939. The harmonization index satisfied the criteria of Hair et al. [ 15 ]. When the results of the analysis are compared with the model-to-empirical coherence criteria stated by Joreskog and Sorbom [ 21 ], it was said that the model was consistent with the empirical data when the RMSEA and standard RMR values were less than 0.05. The GFI and AGFI values should be greater than 0.90. It was found that the data were in accordance with specified criteria, whereas the Harmony Level Index was in accordance with the criteria of Hair et al. [ 15 ]. For all pairs of variables, the correlation coefficient was between 0.257 and 0.678. The correlation of the variables was low to moderate, meaning that a data set was suitable for elemental analysis, as it had no more than 0.8 parts.

Needs assessment of ethical intelligence for junior high school students

It was found that Component 3 Morality was the highest need (PNI modified =0.095), consistent with key principles of educational psychologists such as Freud [ 22 ], Piaget [ 23 ] and Skinner [ 24 ]. They emphasized morality as a social cognitive phenomenon. Individuals developed concepts of righteousness or conscience in the context of social interaction and awareness of consequences reflected through the actions and reactions of people in society. It was found from the study that items on the topic of telling the truth were subject to good morals. Conscious communication with others was a realization among students in their lives. Thinking carefully before communicating or talking with others in order not to let others feel bad. In addition, when things came into their lives, students could be patient and wait, including when mistakes happened. Students were not about to blame others or situations, and they focused on doing well for the public to make people around them happy. These were parts of emotional intelligence. That could help people understand themselves and others’ emotions and control their thoughts and actions. It was a person’s strength in learning new knowledge, problem solving, interpretation, and abstract thinking, as well as creating more creativity. Creativity could also lead to efficiency in thinking. Empowering individuals with emotional intelligence was a preliminary step for later developing and improving creativity. Happiness and emotional intelligence could bring positive emotions to a person. and the result is more positive performance (Mehmet, et al., [ 25 ]).

These topics were the highest need, consistent with Lind [ 26 ], who noted that ethical competence, including accountability, referred to the process by which a person owned his or her own actions and accepted the fact that he or she was responsible for all consequences arising from such actions, including taking responsibility for personal choices, acknowledging one’s own mistakes and failures, and accepting responsibility for serving others to show compassion for others. All of these actions reflected respect for fellow human beings. Engaging in others’ daily lives was an expression of concern that fostered mutual trust and partnership, consistent with Lennick & Kiel [ 5 ]. They stated that honesty, responsibility, compassion and forgiveness were universal human principles that could not be changed in any gender, race, culture or religion. It was emphasized that personal behaviors were demanded to change in accordance with these universal principles. This is also consistent with Monir’s [ 27 ] research, which found that there was a statistically significant relationship between self-compassion and kindness (self-compassion) and moral intelligence. There were some aspects of moral intelligence, such as honesty, responsibility, sympathy and forgiveness. These dimensions were closely related to self-compassion. Therefore, when self-compassion was developed, it would develop moral intelligence. Educators could integrate self-compassion into their teaching curriculum and connect it with moral intelligence.

Recommendations

The components and indicators of ethical intelligence should be studied for youth in other groups, such as primary school students, senior high school students, university students, vocational students, etc., including the development of other indicators as complementary factors (family support/social contributors) for the ethical intelligence scale model and indicators from this study.

The data obtained from the critiques by the expert group should be studied in order to gain more results of the research and develop the ethical intelligence measurement for students in other grades or do further in-depth studies and then make improvement of the measurement model more standardized.

The research findings should be studied to broaden the perspectives of parents, educators and community leaders on the components and indicators of ethical intelligence to use the results to further develop ethical intelligence scales.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available because permission was not obtained from the participants to share their data publicly but could be available from the corresponding author on reasonable request.

Rodney HC. Considering Moral Intelligence as Part of a Holistic Education Northern Michigan University School of Education. 2010.

Malikeh B, Zhra E, Mahmoud NM. Effect of Moral Intelligence on Leadership European. Journal of Economics, Finance and Administrative Sciences. 2011.

Suphanphet A. Develop I.Q E.Q. M.Q. and meditate with the power of sound waves. Bangkok: MCU; 2002.

Google Scholar  

Kusirivichian P. Intelligence in various fields that everyone should have. J Educ. 2007;8(1):93.

Lennick D, Kiel F. Moral intelligence 2.0: enhancing business performance and leadership success in turbulent times. Upper Saddle River, NJ: Prentice Hall; 2011.

Nixon MM. Aaron Feuerstein: A Case Study in Moral Intelligence South University Proceedings of ASBBS Annual Conference: Las Vegas; 2014.

Teo CT, Lachlan EDC. Developing the moral intelligence of children. National Institute of Education (Singapore); 2000.

Borba M. Building moral intelligence. Michigan Borba, M. (2001). Building moral intelligence. The Step-By-Step Plan to Building Moral Intelligence Michigan. 2001.

Lennick D, Kiel F. Moral intelligence: enhancing business performance & leadership success. New Jersey: Wharton School Publishing; 2005.

Sokhuma K. Development of Moral Intelligence structure. Chonburi: Burapha University, Faculty of Education; 2012.

Wongwanich S. Needs Assessment Research. Bangkok: Chulalongkorn University; 2007.

Prasertsin U. Mixed-Method Evaluation Research. Articles on methodology and theory for behavioral research in organizations. (1st Edition). Bangkok: Thai Sam Bhand Press Limited Partnership; 2014. p. 105–121.

Chantavanich S. Data analysis in qualitative research. (12th edition). Bangkok: Chulalongkorn University; 2016.

Prasertsin U. Research Instruments in Education and Social Science. Bangkok: Chulalongkorn University; 2020.

Hair JF, Black WC, Babin BJ, Anderson RE. Multivariate Data Analysis. 7th Edition, Pearson, New York; 2010.

Clarken RH. (2009). Moral Intelligence in Schools. Paper presented at the annual meeting of the Michigan Academy of Sciences, Arts and Letters. Wayne State University, Detroit, MI, March 20, 2009.

Prasetiawan H, Barida M. The Profile of adolescent’ Moral Intelligence and practical solution to its improvement efforts. SHS Web Conferences. 2018;42:1–5.

Article   Google Scholar  

Srisa-ard B. Preliminary Research (2nd Edition) Bangkok: Suweeriyasarn; 1992.

Pinyoanuntapong B. Development of education evaluation instruments (unit 3 quality of measuring instruments). Nonthaburi: Sukhothai Thammathirat University, The office of the University; 2002.

Mitranun C, Prasertsin U, Ritkumrop K. Development of the self-awareness scale for secondary school students. Kasetsart J Social Sci. 2022;43:777–82.

Joreskog KG et al. LISREL8: New Statistical Features. (2nd Edition). Chicago: Scientific Software International; 2001.

Freud S. Civilization and its discontent. New York: Norton; 1930.

Piaget J. The moral judgment of the child. London: Routledge and Kegan Paul; 1932.

Skinner BF. Science and human behavior. New York: Free; 1956.

Mehmet D, Şenol O, Tahmineh K. Fostering creative thinking skills to burst the effect of emotional intelligence on entrepreneurial skills. Think Skills Creativity. 2023;47(8):1–16.

Lind G. The meaning and measurement of moral judgment competence revisited– a dual-aspect model. In: Fasko D, Willis W, editors. Contemporary philosophical and psychological perspectives on moral development and education. NJ: Hampton; 2008.

Monir N, Sajad Y, Nayyereh R, Elham SD, Fatemeh H, Farzad E. Predicting moral intelligence in nursing students and its relationships with self-compassion, and cultural competence: a cross-sectional study. BMC Nurs. 2022;21:327.

Download references

Acknowledgements

The authors would like to express gratitude to the co-researchers and participants for their cooperation throughout the recruitment and data collection processes.

This research received funding from National Research Council of Thailand join with Srinakharinwirote University, Thailand, in fiscal year 2021.

Author information

Authors and affiliations.

Faculty of Education, North Bangkok University, 6/999 Soi Phaholyothin 52, Phaholyothin Road, Klong Thanon Subdistrict, Sai Mai District, 10220, Bangkok, Thailand

Ujsara Prasertsin & Pattama Roopsuwankun

Educational and Psychological Test Bureau, Srinakharinwirot University, 10110, Wattana, Bangkok, Thailand

Ujsara Prasertsin

Faculty of Education, Ramkhamhaeng University, Ramkhamhaeng Road, Hua-Mark, Bangkapi, 10240, Bangkok, Thailand

Kamontip Srihaset

You can also search for this author in PubMed   Google Scholar

Contributions

UP, mentioned as the researcher and group facilitator interchangeably above, designed the structure of the study as well as collected and analyzed the data. KS and PR also checked the qualitative and quantitative results of the study and helped to critically revise the manuscript. UP, KS and PR read and approved the final manuscript.

Corresponding author

Correspondence to Ujsara Prasertsin .

Ethics declarations

Ethics approval and consent to participate.

This study was approved by the Institutional Review Board of Srinakharinwirot University, Thailand (Research Ethics Certification Number: SWUEC-268/2564E). Prior to the commencement of the study, the researcher explained to all participants that all information gathered during the program would be kept private and confidential, as would their authority to withdraw from the program at any point in time they would like to do so. Furthermore, The informed consent was obtained from all participants. All individuals gave their verbal or written consent after being fully informed. All methods have been carried out in accordance with research guidelines and regulations related to human research ethics.

Consent for publication

Not applicable.

Competing interests

The authors declare that they have no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary Material 1

Rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Prasertsin, U., Srihaset, K. & Roopsuwankun, P. Development of indicators and moral intelligence scales for junior high school students: mixed-method research. BMC Psychol 12 , 174 (2024). https://doi.org/10.1186/s40359-024-01640-w

Download citation

Received : 11 September 2023

Accepted : 04 March 2024

Published : 26 March 2024

DOI : https://doi.org/10.1186/s40359-024-01640-w

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Moral intelligence
• Mixed-method research
• Junior high school students

BMC Psychology

ISSN: 2050-7283

• General enquiries: [email protected]

How the Practices of Schools of Opportunity Illustrate Recent Research on Learning

The Schools of Opportunity Project recognized schools that close opportunity gaps for students. The uneven distribution of resources in education systems drives opportunity gaps, limiting the educational experience of some students and frequently resulting in inequitable outcomes. This policy memo shares examples of schools excelling in two criteria of the Schools of Opportunity project, to demonstrate the positive connections between those school practices and recent research on human learning. One of these criteria involves the restrictive impact of tracking on school culture, and the need to create a supportive learning culture by closely examining and revising practices that may have been long-standing in tracked courses. The other criterion focuses on the benefits that emerge from developing a challenging, culturally relevant curriculum. This policy memo shows how school leaders and policymakers can look to recognized Schools of Opportunity as guides for how to proactively reframe learning goals and outcome measures.

• People Directory
• Safety at UD

• Campus & Community
• Nation & World
• Culture & Society

Social media use and academic achievement

Article by Jessica Henderson Photos by Kathy F. Atkinson March 12, 2024

UD Associate Professor Mellissa Gordon finds that frequent social media use is associated with decreased academic achievement among early adolescents

While most people think about older teens and young adults as social media’s primary users, children as young as 11 are increasingly using these platforms on a daily basis. And as recent research from University of Delaware’s Mellissa S. Gordon shows, their social media use affects their school grades.

In an article published in Youth and Society , Gordon and co-author Christine McCauley Ohannessian analyzed survey data from 1,459 middle schoolers in the northeast United States and found that their academic achievement decreased as their Facebook, Instagram, Snapchat and Twitter (now known as X) use increased. They also found that parental communication made a big difference, playing a part in whether school grades increased or decreased. 

“The landscape of social media is ever changing, and in spite of best efforts, it presents a challenge to keep pace with its effect,” said Gordon, an associate professor specializing in adolescent development in UD’s College of Education and Human Development . “Unfortunately, its impact on our most vulnerable population — children and adolescents — is not fully understood.”

Unlike most other studies, Gordon and Ohannessian’s study focused exclusively on early adolescents aged 11 to 15 years — the fastest growing population of social media users — and assessed four social media platforms, not only Facebook and Twitter. Because most research focuses on older adolescents or young adults, this study offers an important first step in understanding the links between social media use and academic achievement among early adolescents.

Social media use and academic achievement 

Gordon and Ohannessian analyzed middle schoolers’ self-reported data on their school grades and social media use from surveys given in the fall of 2016 and the spring of 2017. Even after controlling for age, gender and race and ethnicity, they found that participants’ grades decreased as the frequency of their social media use increased across all four platforms. 

“There are many explanations for this finding, which aligns with research on older population groups as well,” Gordon said. “For example, social media likely poses a distraction to early adolescents. Attention that they would typically invest in their schoolwork is diverted to social media use, which ultimately affects their ability to perform well in school. But lower academic achievement may also result from other aspects of development that are affected by social media use. For example, social media use can disrupt healthy family functioning or peer relationships, which can then lower early adolescents’ performance in school.”

The role of parental communication 

Gordon and Ohannessian were also interested in how parental communication might impact the relationship between middle schoolers’ academic achievement and social media use. To investigate this question, they asked their study participants to define the quality of their communication with their mothers. For example, participants were asked to agree or disagree with a series of 20 statements, such as “My mother is always a good listener.” 

Gordon and Ohannessian found that less frequent use of Facebook and Instagram, coupled with high-quality mother-adolescent communication, was associated with higher academic achievement.

“We think that mothers who were maintaining positive, frequent communication with their children might have also been monitoring their adolescents’ use of Facebook and Instagram, perhaps by setting daily limits,” Gordon said.

In contrast, low-quality mother-adolescent communication and increased use of Facebook and Instagram was associated with lower academic achievement.

Gordon and Ohannessian suggest that frequent social media use may allow an adolescent to establish more autonomy from their parents, which is a developmentally appropriate behavior for this age group. However, in doing so, communication with their mothers and the monitoring of social media may decrease.

Opportunities for parents 

An important takeaway from Gordon and Ohannessian’s study is that parental involvement and communication can impact the relationship between frequent social media use and decreased academic achievement. Starting with small changes in a family’s daily practice — especially for parents who feel overwhelmed — can be very helpful. 

“Setting parameters on children’s social media use, allowing access to certain platforms relative to others and monitoring the content that children engage with could help them maintain or even increase their academic performance,” Gordon said. 

Andrea Glowatz, director of CEHD’s The College School and a mother to a 13-year-old middle schooler, offered other ideas, while acknowledging the challenges of parenting.

"Parenting is intellectually and emotionally draining, and while our logic and reasoning may tell us that our tweens and teens neither need nor benefit from social media, the forces of society often cause us to succumb to them,” Glowatz said. “Our tweens and teens are still vulnerable to predators, dopamine imbalances, distraction, addiction and other consequences that interfere with academic success. But teaching them about online safety and carefully monitoring their online use can offset some of these effects.” 

The College School serves bright children with learning differences in grades 1 through 8. There, fifth graders have participated in a pilot cybersecurity program pioneered by UD researchers, and as part of their STEAM coursework with Master Teacher Laurie Drumm, children have lessons in online safety. In the coming months, Glowatz also plans to develop new programs on information literacy teaching children how to evaluate online news and other forms of media. 

To learn more about CEHD research in adolescent development, visit our research pages . 

More Research Stories

Imagining postsecondary futures.

March 26, 2024

Article by Jessica Henderson

Engineering distinction

March 25, 2024

Article by Erica K. Brockmeier

Making an impact

March 22, 2024

Article by Brenda Lange

See More Stories

Subscribe to UDaily >

Have a udaily story idea.

Contact us at [email protected]

Members of the press

Contact us at 302-831-NEWS or visit the Media Relations website

ADVERTISEMENT

• Campus & Community
• Nation & World
• Culture & Society
• UD Magazine
• In Memoriam
• Media Experts

Office of Communications & Marketing 105 E. Main St. Newark, DE 19716   [email protected] Phone: 302-831-2792

• Today's news
• Reviews and deals
• Climate change
• 2024 election
• Fall allergies
• Health news
• Mental health
• Sexual health
• Family health
• So mini ways
• Unapologetically
• Buying guides

Entertainment

• How to Watch
• My watchlist
• Stock market
• Biden economy
• Personal finance
• Stocks: most active
• Stocks: gainers
• Stocks: losers
• Trending tickers
• World indices
• US Treasury bonds
• Top mutual funds
• Highest open interest
• Highest implied volatility
• Currency converter
• Basic materials
• Communication services
• Consumer cyclical
• Consumer defensive
• Financial services
• Industrials
• Real estate
• Mutual funds
• Credit cards
• Credit card rates
• Balance transfer credit cards
• Business credit cards
• Cash back credit cards
• Rewards credit cards
• Travel credit cards
• Checking accounts
• Online checking accounts
• High-yield savings accounts
• Money market accounts
• Personal loans
• Student loans
• Car insurance
• Home buying
• Options pit
• Investment ideas
• Research reports
• Fantasy football
• Pro Pick 'Em
• College Pick 'Em
• Fantasy baseball
• Fantasy hockey
• Fantasy basketball
• Download the app
• Daily fantasy
• Scores and schedules
• GameChannel
• World Baseball Classic
• Premier League
• CONCACAF League
• Champions League
• Motorsports
• Horse racing
• Newsletters

New on Yahoo

• Privacy Dashboard

2024 Eclipse: Kemp High School students to take part in cross-country research project

KEMP, Texas - Students and teachers from Kemp High School in Kaufman County will play a key role in research for the total solar eclipse in April .

The five students from Kemp are part of the 2024 Citizen Continental-America Telescope Eclipse project .

35 telescopes will be set up along the eclipse path from Texas to Maine to capture totality images. NASA describes it as an eclipse relay race for science.

READ MORE: How NASA plans to study the sounds of the total solar eclipse

The team applied for the opportunity back in November and were chosen to take part.

"This is a chance for these kids to really get to do science," said Kyle Rimler, the head of the science department for Kemp High School.

The project is funded by NASA and the U.S. National Science Foundation, where the team goes through intensive training at the Frontier Flight Museum in Dallas to learn to track the sun.

"We're going to be in a documentary. So we're taking video for a documentary of everything we're doing," Rimler added.

The students will put together the computer-controlled telescope to capture the images.

"I've always loved astronomy," said junior Katy Kizer. "The research is really cool, but so is being with everyone here."

Kemp High School will be able to keep the donated telescope.

READ MORE: 2024 Eclipse: Where to watch the solar eclipse in Dallas

The school is making the day a campus-wide celebration. They are calling it the Solar Bowl.

There will be a flag football game and performances from the band, drill team and cheer squad.

"Everyday it gets bigger and bigger, and I'm hoping that Kemp really gets excited about it," said Rimler.

Recommended Stories

Total solar eclipse 2024: when it is, where to watch along the path of totality, how to do it safely and more.

Everything you need to know about the April 8 celestial event.

How to watch the total solar eclipse safely — from why glasses are essential to making sure you've got the proper pair

Grab a pair of (authorized) eclipse glasses and watch safely with these expert tips.

Bridgestone Blizzak WS90 tire review: Emerging from Maine winter

After a bit of research, I asked Bridgestone for a set of Blizzak WS90 tires for testing, and just a few days later, I was in business. The GR Corolla wears 235/40 R18 tires, making them far cheaper than the larger wheels on other sporty cars, so I will swap between the Blizzaks and Michelins when the temps start rising here in Maine. You might be wondering why a rally-bred, all-wheel-drive hatchback would need winter tires.

Trump legal news brief: Trump’s Georgia case picks back up Thursday with Fani Willis still on the job

Judge Scott McAfee will hear arguments Thursday on motions brought by former President Donald Trump and former Georgia Republican Party chairman David Shafer seeking to have the charges on the election interference case dismissed.

NBA playoff races, Lakers sink Bucks without LeBron & the league's gambling problem | Good Word with Goodwill

Yahoo Sports senior NBA reporter Vincent Goodwill is joined by Tom Haberstroh to talk about the NBA’s gambling problem, the Lakers beating the Bucks without LeBron James, all of the playoff races still yet to be determined and a lot more.

Yankees reportedly acquire INF Jon Berti from Marlins after losing DJ LeMahieu to foot injury

The Yankees shored up their infield one day before Opening Day.

NFL Draft: WR prospect Malik Nabers shows off blazing speed at LSU pro day

Nabers is expected to be a top-10 pick in next month's NFL Draft and could be the first receiver off the board.

Baltimore bridge collapse could cost Carnival $10 million this year

Carnival could be looking at $10 million in costs as it re-routes its Baltimore operations to Norfolk, Virginia.

Reports: Louisville set to hire Charleston coach Pat Kelsey

Louisville won a combined 12 games over the past two seasons. Charleston has been to the NCAA tournament twice in that same span.

2024 Fantasy Baseball Draft Kit: Your championship cheat sheet is here!

Ready to take your fantasy baseball draft prep to the next level? We've got you covered with everything you need for 2024?

It's now or never for the Suns and their Big Three gamble

Phoenix went all-in to build a championship contender, but Kevin Durant and Co. are headed toward the play-in unless they can catch a rhythm down the stretch.

2025 Polestar 4 pricing starts in the mid-$50,000s, with range up to 300 miles

The 2025 Polestar 4 is priced between the 2 and the 3, and it's offered in numerous configurations including rear- and all-wheel-drive.

2024 Fantasy Baseball predictions for every National League team

After sharing his boldest takes for the American League, Dalton Del Don reveals his fantasy predictions for the Senior Circuit.

People at high risk for obesity may need to get in more than 14,500 steps a day, new study says. Here’s what to know.

People with a genetic risk of developing obesity may need to increase their step count in order to lower their risk of developing the disease.

Cyvl.ai is bringing data-driven solutions to transportation infrastructure

In the summer after his freshman year at Worcester Polytechnic Institute, an engineering school in Worcester, Massachusetts, Cyvl.ai co-founder and CEO Daniel Pelaez needed a job. Today the Boston-area startup announced a $6 million investment. “Our core vision and why we started the company in the first place is to help the entire world build and maintain better transportation infrastructure,” he said.

The top 50 people who will impact the 2024 MLB Season: Nos. 50-26

Ahead of Opening Day, here's our ranking of the characters who will help determine how the 2024 season plays out.

Eight years after launch, No Man's Sky gets computer-generated space stations that are different each time

No Man’s Sky is still getting major updates. Developer Hello Games’ “Orbital” update, due Wednesday, adds procedurally generated space stations, a ship editor and a Guild system to the nearly eight-year-old space sim.

NFL Draft: Marvin Harrison Jr. is the best WR, and arguably best overall player, in this class. Don't overthink it

Harrison Jr.'s promise as an NFL prospect has been firm for almost two years now. Then, as it seemingly always does during draft season, questions and nitpicks got louder. Ignore them all.

Troubled Fisker slashes price of leftover 2023 models

Fisker is slashing pricing on its left-over 2023 Ocean models in a bid to trim its inventory of unsold cars. Some trim levels cost $24,000 less.

What's next after the Baltimore bridge collapse, the Supreme Court skeptical of abortion pill case and a major NFL kickoff rule change

The stories you need to start your day: What's next after the Baltimore bridge collapse, a major NFL rule change and more in today’s edition of The Yodel newsletter