An Investigation of the Relations Between School Concentrations of Student Risk Factors and Student Educational Well-Being

Fantuzzo, John W.; LeBoeuf, Whitney; Rouse, Heather L.

doi:10.3102/0013189x13512673

Cited by 28 publications

(22 citation statements)

References 29 publications

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“…To answer the question of how school educational expectation affects short-term and long-term academic outcomes, I perform hierarchical linear modeling because this accounts for the nesting of individuals in schools and avoids the possibility of aggregation bias (Fantuzzo, LeBoeuf, & Rouse, 2014; Raudenbush & Bryk, 2002). In this study, I estimated five models for each of the two outcomes: math test scores and acceptance to college.…”

Section: Methodsmentioning

confidence: 99%

Collective Expectations Protecting and Preventing Academic Achievement

Trinidad

2018

Education and Urban Society

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High academic expectation—how far a student expects to get in school—is usually predictive of positive outcomes for a student. Yet less is known about mechanisms behind collective expectation: the proportion of students in a school who expect to pursue further studies. Using urban schools’ data from the Education Longitudinal Study 2002, this research examines how collective expectations affect short-term and long-term outcomes, and the predictors of these expectations. Through hierarchical linear models, I find that collective expectations are positively associated with academic outcomes, and that individual expectations remain significant even after controlling for socioeconomic status. I argue that the results illustrate how school structural and economic forces interact with collective expectations in protecting or preventing personal academic attainment.

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Section: Methodsmentioning

confidence: 99%

Collective Expectations Protecting and Preventing Academic Achievement

Trinidad

2018

Education and Urban Society

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“…School context further confounds the learning process. School-level effects are well-documented predictors of student learning across disciplines (Fantuzzo, Lebeof, & Rouse, 2014;Goldsmith, 2011). School demographic factors correlate with teacher decision-making and student learning outcomes in social studies (Epstein, 2009;Fitchett, Heafner, & Lambert, 2014a, 2014bLevinson, 2012;Segall, 2006).…”

Section: Introductionmentioning

confidence: 99%

An analysis of predictors of history content knowledge: Implications for policy and practice

Fitchett¹,

Heafner²,

Lambert³

2017

EPAA

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Abstract:How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students' Education Policy Analysis Archives Vol. 25 No. 65 2 instructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education. Keywords: history education; social studies education; content knowledge; National Assessment of Educational Progress (NAEP) Un análisis de los predictores del conocimiento del contenido de la historia: Implicaciones para la política y la práctica Resumen: Entender cómo y cuántos alumnos aprenden sobre contenido histórico es un proceso complicado, basado en oportunidades de aprendizaje que los alumnos encuentran, en una política de priorización de la enseñanza de contenido histórico o de ciencias sociales, y en las perspectivas culturales de los alumnos sobre el estudio del pasado. Con el objetivo de entender la relación compleja entre los diversos aspectos en este proceso de aprendizaje, investigamos la relación entre características socioculturales de los alumnos, acceso a este tipo de enseñanza, y variables explicativas de escuelas y del conocimiento de la historia de los Estados Unidos. El resultado de nuestra modelación jerárquica indica que mientras variables socioculturales (raza, sexo y situación socioeconómica) se correlacionan con éxito, con datos de la Evaluación Nacional de la Prueba de Progreso Educativo en Historia Americana (NAEP-USH, por sus siglas en inglés) Académico, las variables de acceso a este tipo de enseñanza son parámetros importantes para el conocimiento del contenido histórico. Además, variables sobre la escuela, por ejemplo demografía de la escuela y políticas estaduales en cuanto a pruebas académicas, son parámetros relevantes en el análisis de varianza en con...

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“…In the case of Roma communities, parents are often illiterate and thus, it is difficult for them to provide a consistent support to their children once enrolled in compulsory education (Biro et al, 2009). Several studies have brough evidence that parental education is the best predictor of academic achievement (Sammons et al, 2004), concluding that mother's education plays an important role in supporting early literacy development (McEwan, 2003;Fantuzzo et al, 2014;Dolean et al, 2016). A pilot survey conducted on 438 Roma respondents living in nine EU Member States provided an overview of respondents' parental education level.…”

Section: Parents' Educationmentioning

confidence: 99%

Challenges of Teaching Roma Minority Children How to Read: What Do We Know and What Can We Do About It?

Pop

2020

EJTE

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The development of literacy skills of children from disadvantaged backgrounds has always been a relevant topic in education as it represents a means of reducing poverty and of improving living conditions. This paper focuses on the Roma minority, a historically disadvantaged minority and the largest ethnic group in Europe that has been reported to have a low literacy rate compared with their non-Roma counterparts. This study intends to identify the main challenges that Roma children face when they learn how to read and point out potential educational practices that can alleviate the condition of Roma children by helping them to improve their literacy development rate.

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An Investigation of the Relations Between School Concentrations of Student Risk Factors and Student Educational Well-Being

Cited by 28 publications

References 29 publications

Collective Expectations Protecting and Preventing Academic Achievement

Collective Expectations Protecting and Preventing Academic Achievement

An analysis of predictors of history content knowledge: Implications for policy and practice

Challenges of Teaching Roma Minority Children How to Read: What Do We Know and What Can We Do About It?

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