The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-13e

Bibliographic reference :
Borman, G. D., & Rachuba, L. T. (2001). Academic Success Among Poor and Minority Students: An Analysis of Competing Models of School Effects (Research/Technical No. BBB33036). Baltimore: Center for Research of the Education of Students Placed At Risk.
<http://www.csos.jhu.edu/crespar/>

Abstract :

Description of the Study
This longitudinal study was carried out in the United States among primary school students over a period of four years beginning in 1991. The purpose was to identify the personal and school characteristics that promote academic resilience or achievement of students at risk, and to link these characteristics to ethnic origin. The first hypothesis of the authors was that the effects of school characteristics on academic resilience should be greater for Afro-American and Latin American students than for white students. The second hypothesis supposed that no difference in personal characteristics (psychosocial variables) should be observed among the various ethnic groups.

The sample was made up of 925 at-risk students from financially underprivileged environments and whose parents had little schooling, including 26% Afro-Americans, 32% Latin Americans, and 43% whites. Three student cohorts were followed: 2nd, 3rd, and 7th grade students. Results of a mathematical test and answers to questionnaires distributed to students, parents, principals and school district personnel were analyzed.

Personal and school characteristics associated with academic resilience
Personal characteristics promoting resilience and identified in previous studies that were used as variables in this study were the following: engagement level, internal locus of control, efficaciousness in math, and positive outlook and self-esteem. As for school characteristics, they were divided in four categories: 1) group composition (socioeconomic status, ethnic group and peer academic performance), 2) school resources (number of students per group, teacher experience, availability of school material), 3) clarity of the school’s mission, maximization of teaching time, strong school administration leadership, effective supervision of student progress, and 4) safe and orderly environment, positive teacher-student relationships, support to families in their involvement.

Main Results
The main results have shown that Afro-American and Latin American students have lower internal locus of control and academic self-efficacy than white students. They are also more exposed to school environments that are less conducive to resilience. Other results have confirmed that a firm engagement to at-risk students on the part of schools and efforts made toward their psychosocial adjustment are key to promoting academic resilience, and the same goes for all students regardless of their origin. The study also points out that resilient students develop close relationships with their teachers. The authors add that school initiatives actively seeking to protect students from the adversities they encounter at home, at school and in their communities promote academic success.

Links :
http://www.csos.jhu.edu/crespar/

Key Words :
Academic Resilience, Minority, Ethnic Origin, School Characteristics, Personal Characteristics, Underprivileged Environments, At-risk Students, School Environment, Longitudinal Study, Quantitative Analysis, Primary School, Elementary School

Monitored Countries :
United States