|
Abstract:
|
The purpose of this study was to explore the experiences of middle school students particularly focusing on the academic achievement of economically disadvantaged students . Existing data show that there is an increasing cohort of school children experiencing poverty , either short or long term . For poor middle school students , the risk for school failure is amplified by the general risks associated with middle school transition and early adolescence development . The cumulative nature of these risks is often associated with undesirable school outcomes including grade retention , behavior problems , absenteeism , delinquency , teenage pregnancy , school dropout , fewer years of schooling , and lower academic achievement . However , there is evidence that some students succeed in spite of adversity , which is often attributed to protective factors present in the students’ own immediate environment – school , home , and community .
This current study , therefore , examined the relationship between two potential protective factors–parent involvement and school belonging–and student achievement . Previous research has established that parent involvement and school belonging are both associated with positive school outcomes including academic motivation , self -efficacy , internal locus of control , pro -social and on -task behavior , school engagement , educational aspirations and expectations , and better academic achievement . Consequently , this study examined three main questions : (a ) How is parental involvement associated with academic achievement for economically disadvantaged eighth grade students ? (b ) How school belonging associated with academic achievement for economically disadvantaged eighth grade students ? (c ) Do the relations between parent involvement , school belonging , and eighth grade achievement vary as a function of prior achievement and middle school ? To answer these research questions , this study used the nationally representative longitudinal data from Early Childhood Longitudinal Study , Kindergarten (ECLS -K ) Class of 1998 /99 .
The findings for this study showed that when parent involvement and school belonging were considered together , the association between parent involvement and student achievement diminished while school belonging consistently emerged as a significant predictor of achievement . However , while school belonging emerged as a significant predictor of achievement , this study established that students’ prior achievement was the single strong and significant factor explaining achievement for poor eighth grade students . |