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ERIC Number: EJ652602
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
A Multilevel Analysis of the Relation of School Learning and Social Environments to Minority Achievement in Public Elementary Schools.
Griffith, James
Elementary School Journal, v102 n5 p349-66 May 2002
Examined relationship between school- and classroom-level support and academic achievement among elementary school students. Found that at the individual level, instrumental and expressive support related positively to self-reported GPA. At school level, only expressive support related positively to self-reported GPA. School expressive support with classroom instrumental support related to smaller gaps in GPAs between minority and non-minority students. (Author/KB)
Descriptors: Academic Achievement, Educational Environment, Elementary Education, Elementary School Students, Grade Point Average, Minority Groups, Public Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A