High School Order and Academic Achievement

Gaddy, Gary D.

doi:10.1086/443905

Cited by 15 publications

(13 citation statements)

References 25 publications

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“…Based on our findings, net of a variety of background and precollege academic characteristics, as well as measures related to capital formation and peer influence, it appears that the quality of a high school (Alexander and Eckland 1977;Coleman and Hoffer 1987), as well as evidence that first-year college grades are affected by structural aspects of the high school environment, such as school size and control (Pike and Saupe 2002). By documenting that the negative influence of exposure to threatening or violent school environments extends into the postsecondary realm, our results add to the rich body of work focusing on academic development and student well-being (e.g., Bowen and Bowen 1999;Dinkes et al 2009;Gaddy 1988), and other evidence suggesting that the academic success of certain school environments is partially attributable to student behavior (Coleman and Hoffer 1987). Our second main finding is that the quality of teaching did not have a significant influence on college grades after controlling for all other variables in the model.…”

Section: Discussionsupporting

confidence: 63%

“…Furthermore, social-psychological perspectives have concentrated on the emotional and behavioral mechanisms that relate student development to overall well-being. Exposure to crime and violence in schools and their surrounding communities has received considerable attention along this line of research, whereby students' exposure to violence and increased awareness of being threatened negatively affects learning and overall academic performance (Bowen and Bowen 1999;Dinkes et al 2009;Gaddy 1988;Maslow 1954;Mayer and Jencks 1989). Across all previous attempts to operationalize dimensions of the high school is the basic premise that combinations of normative and structural resources create environments that promote learning.…”

Section: High School Contexts and Postsecondary Outcomesmentioning

confidence: 99%

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Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Wolniak

Engberg

2010

Res High Educ

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This study aims to improve our understanding of the postsecondary impacts of high schools by investigating whether or not exposure to different high school contexts may explain academic performance once in college. Drawing on a sample of 3,750 participants from the National Longitudinal Survey of Freshmen, descriptive and multivariate analyses examine relationships between students' precollege characteristics, the high school context, and first year college grades. Results indicate that the quality of the high school infrastructure and exposure to violence at school-two operationalized dimensions of the high school context-affect first year college grades above and beyond precollege academic achievement and a variety of other background characteristics. Results also provide evidence of the conditional nature of these effects, where the high school context reinforces advantages of students with relatively greater economic resources prior to college. Implications for policy are discussed along with a call for a more holistic and interdependent perspective in examining the secondary-postsecondary nexus.Keywords Academic achievement Á College grades Á First year of college Á High school contexts For more than 40 years social scientists have been concerned about the effectiveness of America's high schools, and over a century of policy debates have centered on the nature and function of the high school. Since the publication of the Coleman report (Coleman et al. 1966) we have generally accepted that, when focusing on academic achievement as a means of reducing social inequality, the differences among students and their families

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Section: Discussionsupporting

confidence: 63%

Section: High School Contexts and Postsecondary Outcomesmentioning

confidence: 99%

Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Wolniak

Engberg

2010

Res High Educ

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“…Common wisdom suggests that when teachers fail to maintain social order they suffer instructional hardships (Kidder, 1989). Indeed, many studies have shown that order and discipline are necessary for instruction and learning to take place (Gaddy, 1988;Goodlad, 1983).…”

Section: Two Main Classroom Tasks: Teaching and Controllingmentioning

confidence: 99%

“…Studies show that given similar teaching inputs, students in socially ordered settings achieve more than those in less ordered classrooms (Coleman et al, 1982). Social order and discipline probably make students more attentive to instructional inputs (Gaddy, 1988). Teacher control over activities helps structure student academic work and minimize distraction (Doyle, 1986).…”

Section: Two Main Classroom Tasks: Teaching and Controllingmentioning

confidence: 99%

Contexts as switchmen: The variable effects of formal and informal instructional strategies on student achievement

Yair

1996

Social Psychology of Education

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Abstract. This study presents an exploratory theoretical framework that analyzes the extent by which the contexts of classroom instruction mediate the effects of instructional strategies on achievement. The study first presents the two main tasks that teachers face in classrooms-teaching, and controlling the social order. The study then elaborates on formal and informal instructional strategies that teachers use to manage these tasks. The main foei of the study is to show that the effects of these different instructional strategies on student achievements vary by grade level. The results suggest that the contexts of instruction determine the magnitude and direction of the effects of instructional strategies on achievement. Positive effects on student achievement appear when a functional congruence occurs between teachers' instructional strategies and the contexts wherein they are used. The analyses suggest that changes in the cognitive, social, and institutional contexts of classrooms may change the relative efficacy of specific instructional strategies. Consequently, researchers should pay more attention to the changes in the sociology of classrooms during students' school careers.

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“…There is also empirical evidence suggesting an association between misbehavior in school and poor academic performance (Gaddy, 1988). Feshbach and Price's (1984) study suggested a link between academic performance and measures of aggression and antisocial behavior among White elementary school students.…”

mentioning

confidence: 99%

Association of Academic Achievement with Behavior Among Black Students and White Students

Brady¹,

Tucker²,

Harris³

et al. 1992

The Journal of Educational Research

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High School Order and Academic Achievement

Cited by 15 publications

References 25 publications

Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context

Contexts as switchmen: The variable effects of formal and informal instructional strategies on student achievement

Association of Academic Achievement with Behavior Among Black Students and White Students

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