ERIC Number: ED199642
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Correlates of Reading and Writing Achievement.
Kohr, Richard L.
Correlates of reading and writing achievement were examined in Pennsylvania's Educational Quality Assessment program. Data came from the 1978 and 1979 assessments of fifth, eighth, and eleventh grade students. The 35 variables serving as correlates were classified as school (manipulable) and home/community (nonmanipulable), and were derived from students, teachers, and the schools. The results were consistent with many other studies in demonstrating strong relationships between socioeconomic factors and building level achievement in reading and writing skills. These included a negative relationship with family size and positive relationships with parental education and occupation, amount of reading materials in the home, and percentage of white students. A number of school/teacher variables that reflected substantial correlations with achievement were found to undergo sizable reductions when parental occupation was partialed out. These included teacher perceptions of their relationships with students and parents, classroom disruptions, discipline problems, and satisfaction with parental relationships. A curvilinear relationship was found between building level achievement and two of the community variables, population density and stability of student residence. Student level correlations were characteristically much lower than those based on data aggregated at the building level. Parental and personal educational expectations were the most prominent correlates at the eighth and eleventh grade levels. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).