ERIC Number: ED252609
Record Type: Non-Journal
Publication Date: 1983-Jan
Reference Count: N/A
Effective Factors of Student Achievement in Minority-Isolated Schools. Preliminary Findings. Evaluation Services Department Report No. 345.
San Diego Unified School District, CA.
A study of 6 low-achieving and 5 high-achieving minority-isolated elementary schools in San Diego, California, identified 28 factors that appeared to make a difference in achievement levels. Thirteen were associated with time-on-task, focus, and structure, i.e. variables within the schools' control. The remainder were miscellaneous background variables. Major findings were the following: (1) 88 percent of all identified weaknesses among the schools occurred in grades 4-6; (2) the language area accounted for about 60% of the identified weaknesses across both groups of schools, reading accounted for around 30%, and math for approximately 10%; (3) fewer parents were regularly involved with the schools at the lower-achieving schools; (4) variables related to principal supervision and monitoring activities seemed to be stronger at higher-achieving schools; and (5) the data indicated that the goal of achievement may conflict with the goal of integration. Following the narrative, recommendations are given for putting these findings to work in assessing school needs and in determining the course of future research. Materials used in collecting data, data by school, a cluster analysis of identified areas of weakness across schools, and a selected bibliography are appended. (KH)
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Authoring Institution: San Diego Unified School District, CA.