Poverty and Achievement: Re-examining the Relationship between School Poverty and Student Achievement: An Examination of Eighth Grade Student Achievement Using the National Education Longitudinal Study of 1988.

Autor/inn/en	Anderson, Judith; und weitere
Institution	Office of Educational Research and Improvement (ED), Washington, DC. Office of Research.
Titel	Poverty and Achievement: Re-examining the Relationship between School Poverty and Student Achievement: An Examination of Eighth Grade Student Achievement Using the National Education Longitudinal Study of 1988.
Quelle	(1992), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Compensatory Education; Disadvantaged Youth; Economic Factors; Economically Disadvantaged; Federal Programs; Grade 8; High Risk Students; Junior High School Students; Junior High Schools; Longitudinal Studies; Middle Schools; National Surveys; Poverty Areas; Public Schools; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Benachteiligter Jugendlicher; Ökonomischer Faktor; School year 08; 8. Schuljahr; Schuljahr 08; Problemschüler; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Mittelschule; Mittelstufenschule; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	A study was done of the relationship between public school poverty and student achievement among eighth graders, focusing on the poorest schools that are most likely to receive Chapter 1 assistance and on those students who seem to be achieving against all odds as compared to their peers who are not doing well in the same school. The study used data from the National Education Longitudinal Study of 1988 (NELS:88), which contains detailed information on the characteristics of schools that eighth grade students attend as well as information on the students, their families, and their teachers. The 1988 base year survey included 24,599 students. Analysis of the data led to the conclusion that high poverty public schools in the sample show a considerably greater need for special educational support programs than do low poverty schools; that students in these schools, whatever their family socioeconomic status, have lower achievement than do students in the low poverty schools; and that schools with more than 50 percent of their students eligible for free or reduced price lunches enroll large numbers of students who may be at risk of academic failure. Included are 12 tables and 4 figures. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC