Abstract
Different school-level factors contribute to understanding school dropout and school success (Christenson & Thurlow, 2004; Rumberger, 1995). Moving forward, schools and school-based professionals would likely benefit from improved approaches to assessing and understanding how school climate, student engagement and academic achievement relate to one another. However, while previous research has demonstrated associations between school climate, engagement and academic achievement, little is known about how these three elements of schooling interact with student/school demographic and context variables such as diversity, socioeconomic status, and urbanicity. Information collected from the study evaluates the extent to which student engagement varies within a statewide set of schools differing in levels of diversity, SES, Urbanicity and aspects of school climate. Findings from this research are expected to provide school personnel, students, teachers, parents, and the community with a better understanding the critical role that school climate plays in engagement and assessment. With the help of this study, policymakers can begin the process of collaborating with the state and student surveys to improve student achievement.
Highlights
The results of the Korir and Kipkemboi (2014) research are important in providing evidence that there are significant external contributors to students’ academic achievement in addition to motivation and study habits. These external aspects contributing to academic achievement are outside factors such as the home environment, parental involvement in school and the school climate, which includes all of the aspects that foster academic achievement mentioned above. This present study focused on school climate and other demographic variables such as diversity, academic achievement, and urbanity as its core variables to examine the variability in student engagement and academic achievement
Purpose of the study As mentioned in the first chapter, the primary purpose of the current study was to examine if patterns of school engagement vary within a subset of schools differing in 1.) Levels of diversity, socioeconomic status (SES), Urbanicity and 2.) In aspects of school climate such as pride/culture, valuing of schools and school safety
The third and the fourth questions examined associations between engagement and aspects of climate and the relationship between student engagement and achievement explained by the three mediating variables of school climate in low SES schools
Summary
This chapter begins with an introduction of the sample used for the study. the different independent and dependent variables that were used throughout the study and their source of data are explained. These surveys were administered to students through the Panorama Education survey, a vendor company used by RIDE to administer their surveys and report findings. RIDE used the Panorama Education student surveys to obtain data on school engagement. This sub-scale included five items on a five point Likert scale answered by the students. Mediating school climate variables were added (i.e., pride/culture of school, value of school and safety) to assist in further understanding the relationship between academic achievement and student engagement in low SES high schools with and without the aspects of school climate
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