Schools Matter: The Positive Relationship between New York City High Schools' Student Academic Progress and School Climate

Autor/inn/en	Davis, Jonathan Ryan; Warner, Nathan
Titel	Schools Matter: The Positive Relationship between New York City High Schools' Student Academic Progress and School Climate
Quelle	In: Urban Education, 53 (2018) 8, S.959-980 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915613544
Schlagwörter	Correlation; Academic Achievement; Educational Environment; High School Students; Student Characteristics; School Safety; Expectation; Learner Engagement; School Effectiveness; School Size; Poverty; Teacher Student Relationship; Peer Relationship; Teacher Administrator Relationship; Urban Education; New York (New York) + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Expectancy; Erwartung; Schuleffizienz; Armut; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Stadtteilbezogenes Lernen
Abstract	This article investigates the link between school climate and student academic progress in New York City Department of Education (NYCDOE) high schools. Using a data set compiled from 2010-2011 NYCDOE school-level aggregated demographic, survey, and progress report achievement data, the authors ran ordinary least squares regressions where they found that a school's climate significantly correlated with student academic progress; under some conditions, the school climate effects outweighed the effects of student background factors. Finally, the school climate domains of safety and respect, communication, engagement, and academic expectations all proved to be important factors that were associated with student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01