Examining the Unexpected: Outlier Analyses of Factors Affecting Student Achievement

Abstract

In this study, we predicted achievement based on a variety of school demographic and background variables and identified schools that had achievement profiles that exceeded or fell short of their expected achievement levels. We identified schools that were over-or underper-forming and surveyed parents, teachers, and administrators in an effort to isolate factors that differ across the two types of schools. Across the three sets of surveys, perceptions of parents and perceptions about parents emerged as an interesting area of difference. Although parents in the positive and negative outlier schools reported similar perceptions about parent/teacher communication, teachers and administrators in the positive outlier schools appeared to have more positive perceptions of parents. Specifically, these teachers perceived the parents in their school as being more involved in their children's education, and they encouraged high levels of parent involvement. Certainly, these more positive attitudes may help educators work more effectively with parents, building a more effective partnership to increase student achievement. Perhaps consequently, parents in the positive outlier schools reported greater satisfaction with their schools than parents in the negative outlier schools did. This study found that parental involvement and parental perceptions were key variables that helped to explain differences of the over-and underachieving schools. Thus, communication and collaboration among parents, teachers, and staff appear to be critical factors predicting the success of low-SES schools.

Latent profile analysis of teacher perceptions of parent contact and comfort.

“…Researchers have noted this is a particularly important area for culturally diverse populadons (Reinke, Herman, Petras, & Ialongo, 2008;Walker et al, 2011). Other research, which was previously discussed, also documented that a positive perception of parents on the part of teachers was a key characteristic of highachieving low-income schools (McCoach et al, 2010). Other research, which was previously discussed, also documented that a positive perception of parents on the part of teachers was a key characteristic of highachieving low-income schools (McCoach et al, 2010).…”

“…In one recent study, teacher perceptions of the two dimensions of contact and comfort were highlighted as potential contributing factors to children's success (McCoach et al, 2010). For instance, it is conceivable that some parents may be characterized as having low contact with schools but still be perceived as having a comfortable relationship; likewise, some parents may have firequent contact with teachers but be perceived as intrusive and unhelpful.…”

“…Specifically, schools with high numbers of children from low-income backgrounds are at increased risk for less contact with families (Aikens & Barbarin, 2008;Dearing et al, 2006). School professionals are most likely to be effective in efforts to solicit parent involvement if parents perceive the school as welcoming, accessible, and open and participation is acceptable and doable (McCoach et al, 2010;Walker, Ice, Hoover-Dempsey, & Sandier, 2011). School professionals are most likely to be effective in efforts to solicit parent involvement if parents perceive the school as welcoming, accessible, and open and participation is acceptable and doable (McCoach et al, 2010;Walker, Ice, Hoover-Dempsey, & Sandier, 2011).…”

The Perspective of Gozitan Teachers on Factors Affecting Students’ Achievement

“…Similarly, Jones and Zambone (2009) declare that ""… a supportive home environment; learned intelligence; and sufficient background knowledge and experience"" (p.236) are dynamics which fall under the student level. Contrary to this, McCoach, Goldstein, Behuniak, Reis, Black, Sullivan and Rambo (2010) regarded characteristics related to the learners" background, such as language, socioeconomic status and ethnicity as predictors of academic achievement. In this particular research study, the main factors at student level include social background, socioeconomic status and parental involvement.…”

Modeling of Academic Achievement of Primary School Students in Ethiopia Using Bayesian Multilevel Approach

“…The quality of education remains top priority of research and long been interested in exploring predictors contributing effectively related to students, parents, teachers and schools (Mushtaq & Nawaz Khan, 2012;Farooq, Chaudhry, Shafiq, & Berhanu, 2011;McCoach et al, 2010;Salami, 2008;Sackey, 2007;Barnard, 2004;Jeynes, 2003). On the other hand, researches on academic achievement concluded that school level effects is less important than student level, i.e., no consistent relationship exists between school characteristics and academic achievement (Shera, 2014).…”