Academic optimism and community engagement in urban schools

Academic optimism and community engagement in urban schools Purpose – The purpose of this paper is to examine the relationships among academic optimism, community engagement, and student achievement in urban elementary schools across one district. Design/methodology/approach – Data were collected from all 35 urban elementary schools across one district in Virginia, USA. Correlation, multiple regression, and factor analyses were used to test the hypotheses. Findings – In schools where the faculty are optimistic that their students can succeed despite the obstacle of low socioeconomic status (SES) and where the community is engaged, students are more likely to achieve at higher levels. Findings of this study also supported that community engagement, collective efficacy, trust in clients, and academic press do act as predictors to collectively influence student achievement. Research limitations/implications – The Goddard measure for collective efficacy was replaced with one developed for more challenging settings such as urban schools. Practical implications – Academic optimism and community engagement were found to work in ways that improve student achievement. Understanding the social contexts in classrooms and schools allows education leaders to work with faculty in examining current practice, in an effort to improve the educational outcomes for all students, even those who must overcome the obstacles to learning posed by their low SES. Originality/value – With only one previous study of this construct in an urban elementary setting, the current study sought to test those findings in an effort to continue pushing this research agenda into urban settings. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Academic optimism and community engagement in urban schools

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Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
0957-8234
DOI
10.1108/09578231111159539
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to examine the relationships among academic optimism, community engagement, and student achievement in urban elementary schools across one district. Design/methodology/approach – Data were collected from all 35 urban elementary schools across one district in Virginia, USA. Correlation, multiple regression, and factor analyses were used to test the hypotheses. Findings – In schools where the faculty are optimistic that their students can succeed despite the obstacle of low socioeconomic status (SES) and where the community is engaged, students are more likely to achieve at higher levels. Findings of this study also supported that community engagement, collective efficacy, trust in clients, and academic press do act as predictors to collectively influence student achievement. Research limitations/implications – The Goddard measure for collective efficacy was replaced with one developed for more challenging settings such as urban schools. Practical implications – Academic optimism and community engagement were found to work in ways that improve student achievement. Understanding the social contexts in classrooms and schools allows education leaders to work with faculty in examining current practice, in an effort to improve the educational outcomes for all students, even those who must overcome the obstacles to learning posed by their low SES. Originality/value – With only one previous study of this construct in an urban elementary setting, the current study sought to test those findings in an effort to continue pushing this research agenda into urban settings.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Aug 16, 2011

Keywords: United States of America; Elementary schools; Urban education; Academic optimism; Community engagement; Critical success factors; Students; Student achievement

References

  • Bridging or buffering: the impact of schools' adaptive strategies on student achievement
    DiPaola, M.F.; Tschannen‐Moran, M.
  • Savage Inequalities
    Kozol, J.

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