Literaturnachweis - Detailanzeige
| Autor/in | Myers, David E. |
|---|---|
| Institution | Decision Resources Corp., Washington, DC. |
| Titel | The Relationship between School Poverty Concentration and Students' Reading and Math Achievement and Learning. Revised. |
| Quelle | (1986), (55 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Compensatory Education; Disadvantaged Environment; Economically Disadvantaged; Educationally Disadvantaged; Elementary School Students; Elementary Secondary Education; High School Students; Institutional Characteristics; Mathematics Achievement; Poverty; Racial Composition; Reading Achievement; School Demography; Student Characteristics |
| Abstract | The characteristics of schools defined as having low, medium, and high poverty concentration are examined. The following variables are examined for elementary schools: (1) school climate; (2) compensatory education related characteristics; (3) demographic characteristics; (4) student mobility; and (5) reading and math achievement. The following variables are examined for high schools: (1) school climate, specifically school misbehavior; (2) participation in Title I; (3) demographic characteristics; (4) reading and math achievement; and (5) dropout rates. Students enrolled in elementary and high schools with high concentrations of poverty are more likely to be Black or Hispanic, speak a language other than English, and have low achievement. The principals of these schools are more likely to report that student behavior is problematic than principals in low concentration of poverty schools. Students in high poverty concentration schools generally have lower achievement than those in low concentration schools even after taking into account student and family characteristics. However, achievement appears to increase at the same rate in both types of schools. Other than for students in the early grades, attending a school with a high concentration of poverty will not necessarily put a student further behind in achievement than his or her peers in low concentration schools; however, students in high concentration schools will continue to fall behind their peers in schools with relatively few students living in poverty. Data are presented on 14 tables and figures. A list of references is provided. (BJV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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