Abstract
We utilized a pooled sample of elementary, middle, and high school–aged children identified as homeless via definitions set forth by McKinney–Vento legislation in a large urban district in California to estimate the extent to which school factors contributed to student attendance, suspensions, test-taking behaviors, and performance on state standardized achievement tests ( N = 2,618 students in 111 schools). Results of multi-level models indicated that school factors, including school truancy and average school reading and mathematics proficiency rates, contributed to individual student outcomes. Students identified as English language learners or receiving special education services performed relatively more poorly than peers across outcomes considered.
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