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WEEK 1 ASSIGNMENT 1 Week 1 Assignment Felicia Curtain Northcentral University
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WEEK 1 ASSIGNMENT 2 Analysis of Academic Optimism of Schools: A Force for Student Achievement The article I am reading is called Academic Optimism of Schools: A Force for Student Achievement. The problem this article addressed is the need to create high performing schools where students are economically disadvantaged, and many students are from minorities such as Hispanic or African American. These students typically score lower than their white, economically stable counterparts. The purpose of this study was to identify a new construct called academic optimism which is comprised of having an academic emphasis, collective efficacy, and faculty trust in parents and students. Then the study will use academic optimism to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. Study’s hypothesis This study had three hypotheses. The first hypothesis was that academic emphasis, collective efficacy, and faculty trust in parents and students would form a general patent construct labeled academic optimism. The second hypothesis was that student academic achievement would be a function of academic optimism after control for student economic status, urbanicity, and past student achievement. The last hypothesis was that student economic status and previous student achievement would make direct contributions to student achievement as well as indirect contributions through academic optimism. Theoretical framework and Literature Review In 1966, Coleman’s research found that the characteristics of a school mattered little in student achievement. He believed that differences in students’ academic performance were a
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WEEK 1 ASSIGNMENT 3 result of family backgrounds and not the school itself. Edmonds in 1979, was the way to dispute Coleman’s findings. He founded characteristics of high performing schools. These characteristics included: high expectations for student’s achievement, an emphasis on basic skills, an orderly environment, and frequent systemic evaluation of students. He believed that good schools could be attributed to good administrators. This research has been limited. Evidence suggests that there is little or no direct relationship ship between student achievement and principal leadership. Nexuses it is difficult to show that school characteristics or principals attribute to student success, researchers have now been looking at identifying school characteristics that make a difference in achievement despite student’s economic status. Researchers have found three characteristics that consistently predict student achievement. These characteristics include:
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