ERIC Number: ED235217
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Evaluation Processes and Student Disengagement from High School.
This paper reports on a study designed to assess the impact of problems in the system for the evaluation of student performance on student disengagement from high school. The study is guided by the theory of evaluation and authority developed by Dornbusch and Scott. Surveys administered to a 5 percent sample of students (N=293) in four suburban high schools in the midwest provided data on the incidence of these problems and on three forms of student disengagement: apathy, disruptive behavior, and withdrawal from school. Analyses revealed that students who reported more frequent problems with the evaluation system for their academic work also reported higher levels of apathy, disruptive behavior, and withdrawal. Students reporting higher levels of problems in the evaluation system also reported when asked to describe the work they did for each class in concrete terms that they were putting forth less effort in class. These same students were more likely to describe themselves as putting forth more effort in class, when they were asked to subjectively assess their effort. (These students were working less and feeling it more.) The study suggests that evaluation processes can have substantial effects on the extent to which students become disengaged from high school. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Sociological Association (Detroit, MI, August 31-September 4, 1983).