Public Elementary Schools Which Deviate from the Traditional SES-Achievement Relationship.

Miller, John W.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ346452

Record Type: Journal

Publication Date: 1986

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Public Elementary Schools Which Deviate from the Traditional SES-Achievement Relationship.

Miller, John W.; And Others

Educational Research Quarterly, v10 n3 p31-50 1986

Twelve schools with higher reading levels than expected, on the basis of family incomes, were examined on 67 variables. Results indicated that schools achieving higher than expected were smaller, had lower pupil mobility, had teachers with more structured methods, and had principals and students with more positive reading attitudes. (JAZ)

Descriptors: Administrator Attitudes, Class Size, Correlation, Elementary Education, Predictor Variables, Reading Achievement, Reading Instruction, School Size, Socioeconomic Status, Student Attitudes, Teacher Attitudes, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills

Grant or Contract Numbers: N/A

Author Affiliations: N/A