Predicting Elementary and Secondary School Achievement With School-Related and Demographic Factors

Sutton, Alice; Soderstrom, Irina R.

doi:10.1080/00220679909597616

Cited by 57 publications

(49 citation statements)

References 5 publications

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“…Beginning with academic and behavioral engagement, a clear link connects these two engagement areas to student achievement (Bodovski & Farkas, 2007;Caldas, 1993;Finn, Pannozzo, & Voelkl, 1995;Finn & Zimmer, 2012;Gottfried, 2009;Lamdin, 1996;Roby, 2004;Sutton & Soderstrom, 1999). Affective engagement is discussed next, and is thought to be the foundation for engagement at the elementary level.…”

Section: Chapter Two: a Review Of The Literaturementioning

confidence: 99%

“…The next section looks at the research that has been done at the elementary level in the areas of academic, behavioral, and affective engagement. When elementary students are engaged academically and behaviorally, they are more likely to be successful in school (Bodovski & Farkas, 2007;Caldas, 1993;Finn, Pannozzo, & Voelkl, 1995;Finn & Zimmer, 2012;Gottfried, 2009;Lamdin, 1996;Roby, 2004;Sutton & Soderstrom, 1999). Affective engagement appears to be part of a threepart process that indirectly promotes student achievement.…”

Section: The History Of Student Engagementmentioning

confidence: 99%

“…Attendance. Attendance is another indicator of engagement that has been shown to be moderately to strongly correlated with student achievement (Caldas, 1993;Finn & Zimmer, 2012;Gottfried, 2009;Lamdin, 1996;Roby, 2004;Sutton & Soderstrom, 1999).…”

Section: Time On Taskmentioning

confidence: 99%

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An Exploratory Study of Teachers' Uses of Data to Understand Students' Cognitive and Affective Engagement

Gasse

2000

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Section: Chapter Two: a Review Of The Literaturementioning

confidence: 99%

Section: The History Of Student Engagementmentioning

confidence: 99%

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An Exploratory Study of Teachers' Uses of Data to Understand Students' Cognitive and Affective Engagement

Gasse

2000

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“…A reanalysis of the Coleman Report data by Mayeske and Beaton (1975) found that very little of students' social background could be separated from the school's influence and vise versa. More recent studies (Caldas & Bankston, 1997;Lee, 2002;Sutton & Soderstrom, 1999) have demonstrated strong correlations among the respective individual level and school composite level measures for African American ethnicity, poverty, and social class.…”

Section: The Kentucky Board Of Educationmentioning

confidence: 99%

“…S. Miller;Sutton & Soderstrom, 1999;White). Because of the disproportionate representation of African Americans and Hispanics among those who are poor, the relationships of ethnicity, poverty, and student achievement are commingled.…”

Section: School Composition and School Performancementioning

confidence: 99%

An exploration of the influence of demographic factors on individual and aggregate student achievement measurements in the Kentucky accountability system.

Moore¹,

Derrington²

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ii DEDICATJON This dissertation is dedicated to the children and youth in the Jefferson County Public Schools, whose families send them off to school with trust and hope, who begin school with enthusiasm and great potential, and who catTy away knowledge of themselves and of the world molded by their experiences during their most vulnerable years. May we educators better fulfill our most sacred mission: guiding the development of all the young minds entrusted to our stewardship. III ACKNOWLEDGEMENTSJ have been most fortunate to have Dr. Stephen K. Miller as a dissertation advisor. His guidance and endless patience have been invaluable. Our many discussions about the results and issues involved were stimulating intellectual experiences that have made this study both more interesting and more valid. I have benefited over and over from his attention to detail and professional approach to both teaching and writing, which enabled me to produce a final draft that passed muster with my committee. I would like to express my great thanks to him and hope to follow his good example as a mentor of developing researchers. This study investigates the progress of standards-based accountability in eliminating the effects of student background and school composition factors on student achievement and school performance in a large, urban district in Kentucky.The factors included gender, socioeconomic status (SES), ethnicity, mobility, family structure, giftedness, and disability. The school composition variables were the percentages of those factors in the school populations. Each grade and level--elementary, middle, and high school--was analyzed by multiple regression.At the student level, SES, giftedness, and disability predicted 15 to 36% of the variance in scores. Black was an influential factor on norm-referenced tests but not on criterion-referenced tests.At the school level, SES, family structure, and mobility rate accounted for 56 to 91 % of the variance in aggregate scores. The effects were greater in middle and high schools than in elementary. These findings have implications for creating more equitable and effective schools and accountability systems.

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Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children

Carmichael

MacDonald

McFarland

2013

British Educational Res J

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This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment ProgramLiteracy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN numeracy performance. Data are presented from a nationally-representative sample of 2450 children participating in the Longitudinal Study of Australian Children (LSAC). Twenty-four children, home and school variables are tested as predictors of performance on the Year 3 NAPLAN numeracy assessment. The analysis includes an investigation of bivariate relationships between the outcome variable and each of the predictor variables. Following this a series of linear regression models are used to analyse the relation between child, home and school-related variables and NAPLAN numeracy performance. The results support the ecological model and point to the importance of a supportive home-school relationship on children's numeracy performance.

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Predicting Elementary and Secondary School Achievement With School-Related and Demographic Factors

Cited by 57 publications

References 5 publications

An Exploratory Study of Teachers' Uses of Data to Understand Students' Cognitive and Affective Engagement

An Exploratory Study of Teachers' Uses of Data to Understand Students' Cognitive and Affective Engagement

An exploration of the influence of demographic factors on individual and aggregate student achievement measurements in the Kentucky accountability system.

Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children

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