School Disorder and Student Achievement: A Study of New York City Elementary Schools

Autor/in	Chen, Greg
Titel	School Disorder and Student Achievement: A Study of New York City Elementary Schools
Quelle	In: Journal of School Violence, 6 (2007) 1, S.27-43 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Student Behavior; Elementary Schools; School Culture; School Safety; Academic Achievement; Attendance; Goodness of Fit; Student Characteristics; Structural Equation Models; Statistical Analysis; Educational Environment; Urban Schools; Crime; New York + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Elementary school; Grundschule; Volksschule; Schulkultur; Schulleben; Schulleistung; Anwesenheit; Statistische Analyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Crimes; Delict; Delicts; Delikt
Abstract	The study develops a school safety and student achievement model, incorporating the concepts of student background, school structure, school culture, school disorder, and student academic achievement, and fits it to 613 elementary schools in New York City, using Structural Equations Modeling technique. The model fits the data well based on both Chi-square test statistic and goodness of fit indexes. The model accounts for 71% of school variance in student achievement. The study confirms that student background is associated with student behavior and student learning. School disorder affects student achievement negatively directly and indirectly mediated by student attendance. The study suggests that policy initiative could be implemented to improve school climate, therefore reduce school disorder and improve student achievement. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10