2008
DOI: 10.1080/15388220801973813
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Student Background, School Climate, School Disorder, and Student Achievement: An Empirical Study of New York City's Middle Schools

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Cited by 61 publications
(46 citation statements)
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“…Students may also show reduced engagement in group learning activities that could hinder learning (Buhs, Ladd, & Herald, 2006;Ladd, 2003). Finally, violence may result in absenteeism, which could lower enrollment and diminish student achievement (Buhs et al, 2006;Chen, 2007).…”
Section: Frameworkmentioning
confidence: 99%
“…Students may also show reduced engagement in group learning activities that could hinder learning (Buhs, Ladd, & Herald, 2006;Ladd, 2003). Finally, violence may result in absenteeism, which could lower enrollment and diminish student achievement (Buhs et al, 2006;Chen, 2007).…”
Section: Frameworkmentioning
confidence: 99%
“…Existing studies of the relationship between primary school size and academic performance are typically correlational and were conducted at the school or district level. For example, Lamdin (1995) and Chen (2007) examine school-level data from Baltimore and New York City, respectively, and find contradictory results. In a study notable for applying an instrumental-variables procedure to school-level panel data, Kuziemko (2006) finds a sizable negative relationship between primary school size and academic performance in Indiana during the 1990s.…”
mentioning
confidence: 99%
“…However, we still have little knowledge on the causal mechanisms that account for the assumed relationship between school size and outcomes. Just a few studies in the current review applied research methods such as structural equation modeling to test plausible mechanisms through which significant preconditions or intermediate variables (such as school climate, attendance policies, extracurricular participation and organizational learning) interact to produce school size effects (see Chen, 2008;Chen & Weikart, 2008;Coladarci & Cobb, 1996;. Another empirical study addressing indirect effects but not included in the current review due to a different operationalization of school size (Opdenakker & Van Damme, 2007) found the positive effect of large schools mediated by better teacher cooperation and classroom climate.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…One study (Durán-Narucki, 2008) (less attendance or absenteeism in larger schools) (Eccles et al, 1991;Foreman-Peck & Foreman-Peck, 2006;Gardner et al, 2000;Haller, 1992;Heck, 1993;Jones et al, 2008). Mixed effects were reported in three studies , Kuziemko, 2006Lee et al, 2011) and non-significant relationships in two studies as well (Bos et al, 1990;Chen & Weikart, 2008). With regard to drop-out, three of the five studies reported significant differences between size categories.…”
Section: Student Absence and Dropoutmentioning
confidence: 98%
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