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ERIC Number: ED521456
Record Type: Non-Journal
Publication Date: 2011-May-10
Pages: 167
Abstractor: As Provided
Reference Count: 136
Educational Resilience: The Relationship between School Protective Factors and Student Achievement
Banatao, Eric J.
Online Submission, Ed.L.D. Dissertation, San Diego State University
Educators are increasingly pressured to raise standardized test scores. Test-focused school leaders, however, may neglect school climate factors associated with positive student development and increased student achievement. The California Healthy Kids Survey (CHKS) and its Resilience Youth Development Module (RYDM) represent a research-based, psychometrically-sound instrument that measures school climate. These educational resilience and school climate data may be used to inform improved school organization, instructional delivery, data analysis, and professional development--resulting in improved student outcomes. The independent variables of this study included school protective factors, internal student assets, demographic control variables, and a school connectedness variable. Aggregated school-level scores were drawn from 1.5 million student cases (n = 1143, 987, and 836 schools in 2004, 2006, and 2008, respectively). The dependent variables were school Academic Performance Index (API) scores. This study investigated the relationship between select-CHKS items and subscales to a student achievement measure; school API score, a state-calculated figure based on standardized test performance. This correlational study examined matching 7th grade CHKS data and school API scores through descriptive and inferential statistical analyses in academic school years 2003-2004, 2005-2006, and 2007-2008. Hierarchical multiple regression analyses accounted for the effects of all variables, and the tested effect of the mediator variable, school connectedness. Study findings indicated statistically significant positive correlations between school connectedness and meaningful school participation to school API scores. In addition, study findings support educational leadership approaches and policy development efforts that purposefully bolster school connectedness and school meaningful participation to more positively impact student learning and school reform efforts. The following are appended: (1) Select-Item Survey Questions; (2) 2004 Regressions; (3) 2006 Regressions; and (4) 2008 Regressions. (Contains 10 tables and 1 figure.)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education; Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Safe and Drug Free Schools and Communities Act