Student engagement, school climate, and academic achievement of immigrants’ children.

2011 ◽  
pp. 209-232 ◽  
Author(s):  
Suet-ling Pong ◽  
Kristina L. Zeiser
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Student Engagement

scholarly journals School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841881566 ◽  
Author(s):  
Tim Konold ◽  
Dewey Cornell ◽  
Yuane Jia ◽  
Marisa Malone
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Student Engagement ◽  
Latent Variable ◽  
Structural Model ◽  
Climate Model ◽  
Student Support ◽  
Mandated Testing ◽  
High Structure ◽  
New Evidence

This study tested the authoritative school climate theory that schools characterized by high structure and student support have greater levels of student engagement and that these factors are associated with higher academic achievement, as indicated by school graduation rates and school performance on state-mandated testing. The model was tested through a multilevel multi-informant structural model on a statewide sample of 60,441 students and 11,442 teachers in 298 high schools. Consistent with the authoritative school climate model, both structure and student support were associated with higher student engagement in schools. Moreover, student engagement was directly associated with academic achievement and operated as an intervening factor. Results provide new evidence that an authoritative school climate is associated with high school academic achievement.

Authoritative school climate, number of parents at home, and academic achievement.

2017 ◽  
Vol 32 (4) ◽  
pp. 480-496 ◽  
Author(s):  
Francis L. Huang ◽  
Katie Eklund ◽  
Dewey G. Cornell
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
At Home

A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement

2016 ◽  
Vol 87 (2) ◽  
pp. 425-469 ◽  
Author(s):  
Ruth Berkowitz ◽  
Hadass Moore ◽  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Scientific Evidence ◽  
Research Synthesis ◽  
Socioeconomic Background ◽  
Low Ses ◽  
Negative Contribution ◽  
Body Of Knowledge ◽  
Year 2000 ◽  
Positive Climate

Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional links and mechanisms between SES, school climate, and academic performance is inconclusive. This comprehensive review of studies dating back to the year 2000 examined whether a positive climate can successfully disrupt the associations between low SES and poor academic achievement. Positive climate was found to mitigate the negative contribution of weak SES background on academic achievement; however, most studies do not provide a basis for deducing a directional influence and causal relations. Additional research is encouraged to establish the nature of impact positive climate has on academic achievement and a multifaceted body of knowledge regarding the multilevel climate dimensions related to academic achievement.

Relationships between student engagement and academic achievement: A meta-analysis

2018 ◽  
Vol 46 (3) ◽  
pp. 517-528 ◽  
Author(s):  
Hao Lei ◽  
Yunhuo Cui ◽  
Wenye Zhou
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Meta Analysis ◽  
Cognitive Engagement ◽  
Conclusive Evidence ◽  
Cultural Value ◽  
Positive Correlation ◽  
And Gender ◽  
Almost All ◽  
The Relationship

Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.

School Climate

2018 ◽  
Author(s):  
Allison Ann Payne ◽  
Denise C. Gottfredson
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
School Discipline ◽  
Social Climate ◽  
School Crime ◽  
Fear Of Victimization ◽  
Positive Effects ◽  
School Based ◽  
Rigorous Research ◽  
Crime And Delinquency

School violence, drug use, bullying, theft, and vandalism are costly and interfere with academic achievement. Beyond the cost of personal injury and property damage and loss, school crime is costly because it interferes with academic achievement and reduces the ability of schools to carry out their educational mission. Fear of victimization influences students’ attendance, such that students are more likely to avoid school activities or places, or even school itself, due to fear of attack or harm. Teachers in disorderly schools also spend a large proportion of their time coping with behavior problems rather than instructing students, resulting in lower levels of student academic engagement, academic performance, and eventually graduation rates. Student misbehavior is also one of the primary sources of teacher turnover in schools. Responses to school crime have become increasingly formal since the 1990s, with greater recourse to arrest and a turn toward juvenile courts rather than school-based discipline, furthered by zero-tolerance policies and increased hiring of uniformed officers to police the schools. The shift has been from administrative discretion to mandatory penalties and from in-school discipline to increasing use of suspension or arrest. At the same time, there has been a considerable investment in the use of surveillance cameras and metal detectors. There is no evidence to suggest that this tightening of school discipline has reduced school crime. By contrast, considerable evidence supports the effectiveness of alternative strategies designed to prevent youth crime and delinquency. Several school-based programs targeting student factors such as self-control, social competency, and attachment to school have been demonstrated in rigorous research to be effective for reducing crime and delinquency. In addition, several aspects of the way schools are organized and managed influence crime and disorder. The term “school climate” encompasses several school characteristics that influence crime and disorder. Evidence supports the importance of the discipline management of a school, including both the fairness and consistency of rules and rule enforcement as well as the clarification and communication of behavioral norms in reducing crime and disorder in schools. The social climate within the school, specifically the existence of a positive and communal climate among all members of the school community, is also important. Research demonstrates that is possible to manipulate these aspects of school climate. Rigorous research shows that efforts to increase clarity and consistency of rule enforcement and to clarify norms for behavior are effective for reducing crime and disorder. More research is needed to test a fully comprehensive intervention aimed at creating a more communal social climate, but preliminary studies suggest positive effects. Several challenges to creating more positive school climates are discussed, and possible solutions are suggested.

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