School Characteristics That Make a Difference for the Achievement of All Students: A 40-Year Odyssey

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Author(s): Hoy, Wayne
  • Language:
    English
  • Source:
    Journal of Educational Administration. 2012 50(1):76-97.
  • Publication Date:
    2012
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: [email protected]; Web site: http://www.emeraldinsight.com
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Higher Education
    • Subject Terms:
      Academic Achievement; College Environment; Institutional Characteristics; School Culture; Student College Relationship; Student Attitudes; Student Behavior; Context Effect; Socioeconomic Status; Regression (Statistics); Administrative Organization; Trust (Psychology); Interpersonal Relationship; Principals; Social Development; Emotional Development
    • Subject Terms:
      New Jersey; Ohio; Oklahoma
    • Accession Number:
      10.1108/09578231211196078
    • ISSN:
      0957-8234
    • Abstract:
      Purpose: The purpose of this paper is to trace a 40-year research journey to identify organizational properties that foster the achievement of all students, regardless of socio-economic status (SES). Design/methodology/approach: The author describes a search for school properties that have an impact on the cognitive and social-emotional development of faculty and students, with special emphasis on academic achievement. Findings: Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES. Originality/value: The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement. (Contains 3 figures, 1 table and 5 notes.)
    • Abstract:
      As Provided
    • Number of References:
      96
    • Publication Date:
      2012
    • Accession Number:
      EJ954101