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ERIC Number: ED360122
Record Type: Non-Journal
Publication Date: 1993-Apr-16
Pages: 76
Abstractor: N/A
Reference Count: N/A
Inputs, Processes, Outcomes: The Context for Achievement among Economically Disadvantaged Students in Appalachia.
Henry, Kenneth J.; And Others
This paper describes the context of education at two Appalachian middle schools and examines family, community, and school factors related to the academic success of economically disadvantaged and middle-class students. The 429 students at two rural middle schools in Appalachian Kentucky and Tennessee were assigned to low socioeconomic status (SES) and middle-class groups on the basis of whether they received free lunch or paid full price. They were designated as high achievers if they had a grade point average above 2.5 and an average standardized test score above the 50th percentile. Subjects completed the Rural School Success Inventory (RSSI) and a writing sample that reflected their aspirations and world views. Ethnographic findings illustrate the similarities between the two schools and their communities, but also indicate important differences, such as economic circumstances and the value placed on schooling. Factor analysis of RSSI data differentiated between schools, SES groups, achievement groups, and subgroups of each according to scores on five RSSI categories: family life, leisure activities (outside school), economics, health and hygiene practices, and school activities. Studies, such as this one, that illuminate the interaction among personal, sociocultural, and school-related factors are potentially more useful to policymakers than the traditional inputs-processes-outcomes paradigm. Contains 53 references and 18 data tables. (SV)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky; Tennessee