ERIC Number: ED159238
Record Type: Non-Journal
Publication Date: 1978-Mar-31
Reference Count: N/A
"The Rich Get Richer" . . . In School, Too.
Clements, Richard O.; And Others
Researchers have observed that academic achievement of socioeconomically disadvantaged and minority group children declines relative to norms of performance as the number of years in school increases. Less documented is the relationship of student self concept to achievement. A study underway at the University of Texas proposes to address both affective and cognitive aspects of the widening of the achievement gap. Using a sample of 1,657 sixth grade students in 53 Austin classrooms, student characteristics in four areas (self esteem, school adjustment, attitude toward school, and achievement) were cross related at the beginning of the school year. Academic standing at the end of the year was examined in relation to these characteristics. Seventy percent of the students were Anglo, 15% black, and 15% Chicano. Both ethnicity and socioeconomic status were considered in the analysis. Six measurement instruments were used. Three of these measured attitudes toward school, teacher, and life in general, one measured coping skills, one self esteem, and one academic achievement. Results show that students high in initial self esteem gained in achievement and students high in achievement gained in self esteem. Disadvantaged students are locked into the negative end of this cycle, since they start out the year at the lower end of both self esteem and achievement. (GC)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers - Location: Texas (Austin)
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills; Piers Harris Childrens Self Concept Scale