Testing a model of school learning: what contributes to the academic success of at-risk high school students?

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dc.contributor.authorAnderson, Eileen S.en
dc.contributor.committeechairKeith, Timothy Z.en
dc.contributor.committeememberHohenshil, Thomas H.en
dc.contributor.committeememberWolfle, Lee M.en
dc.contributor.committeememberBird, Gloria W.en
dc.contributor.committeememberOllendick, Thomas H.en
dc.contributor.departmentCounseling and Student Personnel Services (School Psychology)en
dc.date.accessioned2014-03-14T21:21:00Zen
dc.date.adate2005-10-13en
dc.date.available2014-03-14T21:21:00Zen
dc.date.issued1991-04-07en
dc.date.rdate2005-10-13en
dc.date.sdate2005-10-13en
dc.description.abstractThe purpose of this study was to investigate the nature and extent of the influences on the school learning of at-risk high school students. Despite unprecedented compensatory education, minority and low SES high school students continue to achieve below their classmates. Secondary school interventions might be more effective, but because so little is known about what influences the achievement of at-risk students, it is difficult to justify the development of such programs. The research reported here used data from 8,100 students who participated in a national longitudinal study and who reported non-Asian minority race or ethnicity or low socioeconomic status {e.g., low SES white and Asia students}. Results indicate that ability, school quality, student motivation, and enrollment in academic coursework exert important effects on the overall and individual subject area achievement of at-risk students. It also appears that while these factors may have a stronger impact on at-risk students' achievement, their influence is very similar to that found for high school students in general.en
dc.description.degreeEd. D.en
dc.format.extentvi, 79 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10132005-152527en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10132005-152527/en
dc.identifier.urihttp://hdl.handle.net/10919/39820en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1991.A534.pdfen
dc.relation.isformatofOCLC# 24303598en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1991.A534en
dc.subject.lcshAcademic achievementen
dc.subject.lcshChildren with social disabilities -- Education (Secondary)en
dc.titleTesting a model of school learning: what contributes to the academic success of at-risk high school students?en
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCounseling and Student Personnel Services (School Psychology)en
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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