Authoritative school climate and high school dropout rates.

Jia, Yuane; Konold, Timothy R.; Cornell, Dewey G.

doi:10.1037/spq0000139

Cited by 70 publications

(52 citation statements)

References 49 publications

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“…However, this same study found that the associations between school attachment and dropout were stronger in suburban schools with fewer disciplinary problems than urban schools, even controlling for individual risk factors. Similarly, a recent study of authoritative school climate found that high academic expectations predict lower dropout rates when teachers are perceived as supportive [55].…”

Section: Youth Experience In Low-performing Schoolsmentioning

confidence: 89%

Experiences and Strategies of Young, Low-Income, African-American Men and Families Who Navigate Violent Neighborhoods and Low-Performing Schools

2019

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Violent neighborhoods and low-performing schools continue to devastate young, low-income, African-American men and their families, despite individual and family use of kin and peer network navigation strategies. To learn more, interviews were conducted with 40 young African-American men, ages 18 to 22, from Baltimore City enrolled in a general equivalency diploma (GED) and job training program, and analyzed with modified grounded theory. Young men identified unsafe neighborhoods, chaotic schools, and disengaged teaching. Young men used safety and success strategies such as avoiding trouble and selecting positive peers to navigate unsafe environments. African-American families utilized kin network strategies such as messaging and modeling success, and mobilization for safety. Limits of unrecognized and unsupported strategies were related to: mobilization, limited educational partnership, and disproportionate family loss. Results indicate the continued urgent need for: (1) targeted violence reduction in high-violence neighborhoods, (2) calm and effective learning environments, (3) higher ratios of teachers to students to reduce chaos and improve learning, and (4) genuine teacher partnerships with families to improve access to positive role models, academic supports, and positive peer network development.

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Section: Youth Experience In Low-performing Schoolsmentioning

confidence: 89%

Experiences and Strategies of Young, Low-Income, African-American Men and Families Who Navigate Violent Neighborhoods and Low-Performing Schools

2019

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“…For example, a national survey of adolescents found that supportive relationships with teachers were related to future academic achievement, even after controlling for prior achievement (Crosnoe, Johnson, & Elder, 2004). Schools with high rates of low-income students that reported high levels of teacher support and high academic expectations by teachers had decreased dropout rates (Jia, Konold, & Cornell, 2016). As maltreated youth often live in dysfunctional home environments, supportive adult relationships outside the home may be especially important for this vulnerable population.…”

Section: Discussionmentioning

confidence: 99%

School connectedness and high school graduation among maltreated youth

Lemkin

Kistin

Cabral

et al. 2018

Child Abuse & Neglect

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“…School discipline refers to the perception of safety at schools [15], fairness and effectiveness of discipline at schools [16] enforcement of school rules [17] and also the frequency of incidents of indiscipline among students at schools [18] . School discipline is found positive when associated with academic achievement [19] and dropouts [20]. Prior research shows that students' perceptions of school rules is positive when associated with the safety of students [21] and negative when associated with disruption at school, such as student misconduct at school [22] Moreover, many empirical studies have found that students' attitudes towards science have become increasingly negative since the mid-20th century.…”

Section: Predictors Towards Science Achievementsmentioning

confidence: 99%

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Ismail¹,

Samsudin²,

Amin³

et al. 2018

IJET

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The purpose of this study is to examine the extent to which home context, classroom context and school context influence students' science achievement in Trends in International Mathematics and Science Study (TIMSS) 2011. This study involved a total of 5733 respondents from 180 secondary schools in Malaysia based on TIMSS 2011 data. Random sampling using two stage stratified cluster sampling technique was done in selecting the sample. This study also proposes a model containing two exogenous constructs which are parental involvement and school discipline as well as two endogenous constructs which are attitudes towards science and science achievement. This study used structural equation modeling (SEM) technique to test the direct model, indirect model and to determine the strength of the relationship between one variable with another variable. The findings showed that parental involvement has a direct effect on students' attitudes toward science and students' science achievement while the student attitudes towards science have a negative relationship towards students' science achievement.

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Authoritative school climate and high school dropout rates.

Cited by 70 publications

References 49 publications

Experiences and Strategies of Young, Low-Income, African-American Men and Families Who Navigate Violent Neighborhoods and Low-Performing Schools

Experiences and Strategies of Young, Low-Income, African-American Men and Families Who Navigate Violent Neighborhoods and Low-Performing Schools

School connectedness and high school graduation among maltreated youth

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

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