Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement

Abstract

In this paper, we present findings from a three-year study of students' perceptions of personalization and, specifically, advisory as a reform strategy and its relationship to students' academic progress at 14 recently converted small high schools in a large, urban school district in California. This study examined the degree to which students' sense of personalization (connections to the school and to adults at the school) interacted with students' academic achievement, as measured by standardized test scores and weighted grade-point averages. In particular, we examined the relationship between students' perceptions of formal structures to enhance personalization -- such as advisory periods -- and students' academic achievement.