ERIC Number: ED374563
Record Type: RIE
Publication Date: 1989-Jul
Administrative Behavior, School SES, and Student Achievement: A Preliminary Investigation.
Firestone, William A.; Wilson, Bruce L.
The school effects literature is replete with discussions of whether any factors, beyond socioeconomic status (SES), contribute to an explanation of student achievement. Recent attention has focused on the role of the school administrator. One argument is that a strong, controlling principal is a key to improved student performance. Another argument is that, through supportive efforts, administrators can facilitate teachers' work, which in turn affects student achievement. This paper presents findings of a study that examined two related issues--the administrative factors that influence student achievement and the effect of family SES on the working of those factors. Data were obtained from a survey of 175 elementary and 118 secondary southeastern Pennsylvania schools. Findings indicate that, independent of SES, supportive administrative behavior was positively associated with achievement at both the elementary and secondary levels. Tight administrative control over teaching was negatively associated with achievement, but only at the elementary level. In conclusion, school conditions do influence what students learn. Three figures are included. Appendices contain two statistical tables (LMI)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.