Student Achievement in High Performing, Suburban Middle Schools and Low Performing, Urban Middle Schools
Plausible Explanations for the Differences
Bibliographic Data
| ID | 9728689 |
|---|---|
| Authors | Kathleen M Brown (0000-0003-4807-0633, University of North Carolina at Chapel Hill), Vincent A Anfara (University of Tennessee at Knoxville), Kathleen Roney (University of North Carolina Wilmington) |
| Year | 2004 |
| Volume | 36 |
| Issue | 4 |
| Pages | 428-456 |
| Publication date | 2004-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124504263339 |
| OpenAlex | W1992925293 |
| Language | EN |
| Citations received | 10 |
| References cited | 26 |
Utilizing a qualitative, multisite case study design and the theoretical framework of Hoy and Hannum (1997), the design and execution of this research investigates plausible explanations for the difference in student achievement between high performing (HPS) suburban middle schools and low performing (LPS) urban middle schools. Aside from the great disparity in SES, test scores, and funding, findings show stark contrasts between the 2 types of schools with regard to the technical, managerial, and institutional levels of the schools’ organizational health (i.e., teacher efficacy, curriculum articulation, student expectations, collegiality, instructional leadership, institutional integrity, etc.). Outlining quick fixes and easy-to-follow reform initiatives that are not so easy to achieve is a grave disservice and, under these circumstances, promoting best practices as an ecological package promotes false hope. The power of this study encourages us to move away from the structures per se and return to the deeper meaning and purpose under girding them
Academic achievement · Articulation (sociology · Aside · Collegiality · Curriculum · Educational leadership · Instructional leadership · Mathematics education · Meaning (existential · Middle management · Pedagogy · Political science · Power (physics · Public relations · Qualitative research · Social science · Sociology · Student achievement · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
School Green Space and Its Impact on Academic Performance
Teacher Leadership Effects on Student Achievement and Student Satisfaction
Principals, Trust, and Cultivating Vibrant Schools
Factors Underlying the Collective Teacher Efficacy Scale and Their Mediating Role in the Effect of Socioeconomic Status on Academic Achievement at the School Level
Challenges for schools in communities with internal migration flows
Educational Inequity from the Perspectives of Those Who Live It
Urban” Schooling and “Urban” Families
An Exploratory Study of Reading in Urban and Suburban Middle Schools
The Importance of Civic Responsibility in Higher Performing Middle Schools
Putting the Pieces Together
Effective Schools
Linking Parent Involvement With Student Achievement
Working papers in the theory of action
Effective Leadership for Effective Urban Schools
Naturalistic inquiry
Organizational Climate
Handbook on Research on Educational Administration
Parental Involvement as Social Capital
Effects of School Restructuring on the Achievement and Engagement of Middle-grade Students
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 2008 - 2019 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |