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School characteristics that make a difference for the achievement of all students A 40‐year odyssey

School characteristics that make a difference for the achievement of all students A 40‐year odyssey Purpose – The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic status (SES). Design/methodology/approach – The author describes a search for school properties that have an impact on the cognitive and social‐emotional development of faculty and students, with special emphasis on academic achievement. Findings – Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES. Originality/value – The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

School characteristics that make a difference for the achievement of all students A 40‐year odyssey

Journal of Educational Administration , Volume 50 (1): 22 – Jan 27, 2012

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Publisher
Emerald Publishing
Copyright
Copyright © 2012 Emerald Group Publishing Limited. All rights reserved.
ISSN
0957-8234
DOI
10.1108/09578231211196078
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic status (SES). Design/methodology/approach – The author describes a search for school properties that have an impact on the cognitive and social‐emotional development of faculty and students, with special emphasis on academic achievement. Findings – Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES. Originality/value – The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Jan 27, 2012

Keywords: Schools; Organizational culture; Students; Trust; Educational development; Self development; Efficacy; Academic emphasis; Academic optimism; Academic achievement

References