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ERIC Number: EJ947264
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1361-3324
School and Child Level Predictors of Academic Success for African American Children in Third Grade: Implications for No Child Left behind
Graves, Scott
Race, Ethnicity and Education, v14 n5 p675-697 2011
The purpose of this study was to examine correlates of being at expected grade level in reading in the third grade. Participants for this study were a nationally representative sample of African American children from the Early Childhood Longitudinal Study (ECLS-K). Multilevel modeling was conducted to determine significant predictors of academic achievement. Results suggest that modifiable individual and teacher classroom level constructs are related to African American achievement. Implications will be discussed in terms of increasing African American achievement and the national education policy of No Child Left Behind. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey