School Resources and the Academic Achievement of Canadian Students

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  • Additional Information
    • Availability:
      University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Foreign Countries; Educational Resources; Reading Achievement; Mathematics Achievement; Teacher Behavior; School Effectiveness; Models; Principals; Administrator Attitudes; Predictor Variables; Correlation
    • Subject Terms:
      Canada
    • ISSN:
      0002-4805
    • Abstract:
      This study estimates the impact of schools' physical resources and teachers' academic press on students' academic achievement in mathematics and reading when a number of important student variables are controlled. Academic press is defined as teachers' emphasis on academic excellence and upholding academic standards (McDill, Natriello, & Pallas, 1986). It is often argued that both school and teacher resources affect the educational achievement of students. But, the research literature has been inconsistent, which may be due to methodological issues. For this reason, this study attempts to correct two of the most important issues by using Canadian national data and multi-level modeling. The results reveal that, in Canada, at least, the physical resources and academic press evaluated by school principals do not significantly affect students' achievement in mathematics and reading.
    • Abstract:
      As Provided
    • Publication Date:
      2012
    • Accession Number:
      EJ958650