ERIC Number: ED243985
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Student Ability, Student Background, and Student Achievement: Another Look at Life in Effective Schools.
Tomlinson, Tommy M.
Analysis of two studies related to academic achievement (Atkinson, Lens, and O'Malley, 1976; Entwisle and Hayduk, 1978) and of the effective-schools literature provides a picture that helps us to understand why the ability of poor children is not reflected in their school performance and what schools might do to remedy this situation. The following conclusions can be drawn from the analysis: (1) Poor and low-ability children enter school with too little experience or understanding of the requirements of learning and schooling. (2) Intellectual work is crucial to full realization of mental ability. Since ability is relatively insensitive to school practices, low-ability or low-performing children are essentially dependent on their own work for learning. (3) Work is dependent on motivation for its enactment. Apparently, the most effective school motivation is a belief that school grades are important for later life. This motivation seems to be scarce in poor and low-ability children. (4) A powerful mediating factor in the production of learning is the character of the schools. The more distractions in a school, the less the level of productivity and achievement. With these points in mind, it can be said that the model school will reduce distractions to the minimum, intervene directly to improve the level and efficiency of the child's work effort, and, above all, stress academic motivation. (Author/CMG)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: For complete Conference Proceedings, see UD 023 356.