A Multilevel Model for Examining Perceptions of School Climate, Socioeconomic Status, and Academic Achievement for Secondary School Students

Autor/in	Eugene, Danielle R.
Titel	A Multilevel Model for Examining Perceptions of School Climate, Socioeconomic Status, and Academic Achievement for Secondary School Students
Quelle	In: Journal of Education for Students Placed at Risk, 25 (2020) 1, S.79-99 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1670067
Schlagwörter	Models; Educational Environment; Socioeconomic Status; Student Attitudes; Longitudinal Studies; Public Schools; High School Students; Predictor Variables; Mathematics Achievement; Academic Achievement; Gender Differences; Racial Differences; Adolescents; School Safety; Teacher Student Relationship; Student Characteristics; Institutional Characteristics; Track System (Education); At Risk Students; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? Analogiemodell; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Geschlechterkonflikt; Rassenunterschied; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teacher student relationships; Lehrer-Schüler-Beziehung; Leistungsgruppe; Leistungsdifferenzierung
Abstract	This multilevel study examined the effects of socioeconomic status (SES) and student perceptions of school climate on academic achievement at the student and school levels. Data used were from the Education Longitudinal Study of 2002. The sample included 9,518 students enrolled in 584 public high schools. The results revealed that student-level predictors, such as gender, race, SES, academic risk factors, high school programming, and student perceptions of school climate, play a significant role in math achievement scores. A school-level variable (e.g., school SES) was also a significant predictor in math achievement scores. The findings have important implications, specifically, they point to a need for measuring school climate at the student level and using data to inform climate improvement strategies and interventions at the student level, especially for those living in poverty and exposed to multiple risks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01