Schools, Families, and Children: Sixth Grade Results from the 1992 Longitudinal Study of Children at Risk. Performance Evaluation Summary.

Autor/inn/en	Bezruczko, Nikolaus; Reynolds, Arthur J.
Institution	Chicago Public Schools, IL.
Titel	Schools, Families, and Children: Sixth Grade Results from the 1992 Longitudinal Study of Children at Risk. Performance Evaluation Summary.
Quelle	(1992), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Students; Disadvantaged Youth; Elementary School Students; Family Characteristics; Grade 6; High Risk Students; Hispanic Americans; Intermediate Grades; Longitudinal Studies; Public Schools; Research Methodology; School Surveys; Student Adjustment; Telephone Surveys; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; School year 06; 6. Schuljahr; Schuljahr 06; Problemschüler; Hispanic; Hispanoamerikaner; Mittelstufe; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Public school; Öffentliche Schule; Research method; Forschungsmethode; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Telephone interview; Telefoninterview; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This report describes how a longitudinal study was conducted, which examined 1,235 at-risk sixth-grade students (95 percent Black and 5 percent Hispanic) in the Chicago (Illinois) Public Schools and their schools and families. The longitudinal study traced the children's patterns of school adjustment since their enrollment in government-funded kindergarten programs in the 1985-86 school year; studied the effects of their school-based intervention experiences; and assessed the effects of family, school, and individual factors on children that are open to educational alteration. Development, distribution, and collection of survey forms; telephone follow-up of mailed surveys; and data preparation and analyses are described. Data collected included: teacher ratings of children's competence and problem behaviors; children's ratings of their attitudes and behavior in and out of school; field observations of classrooms, children, and teachers; telephone interviews with parents; standardized school achievement test scores; and school records concerning grade promotion, special education placement, and mobility. Additional sections describe procedures used for each data collection effort. Appendix A summarizes data collected from 1985 through 1992. Appendix B includes the seven study instruments. Appendix C presents a report on a study completed in 1991-92 using data from the longitudinal study. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC