Understanding the Role of Noncognitive Skills and School Environments in Students' Transitions to High School. REL 2018-282

Autor/inn/en	Stoker, Ginger; Liu, Feng; Arellano, Brenda
Institution	Regional Educational Laboratory Southwest (ED); National Center for Education Evaluation and Regional Assistance (ED); SEDL
Titel	Understanding the Role of Noncognitive Skills and School Environments in Students' Transitions to High School. REL 2018-282
Quelle	(2017), (65 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Grade 9; Student Attitudes; Educational Environment; Grade Point Average; Attendance Patterns; Academic Failure; Regression (Statistics); Racial Differences; Graduation Rate; American Indian Students; Hispanic American Students; White Students; Comparative Analysis; Statistical Significance; Scores; Goal Orientation; Discipline Problems; Interpersonal Competence; Peer Relationship; Progress Monitoring; Academic Achievement; Teacher Student Relationship; Outcomes of Education; Race; Ethnicity; Academic Persistence; School Safety; Sense of Community; Student Surveys; New Mexico + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Regression; Regressionsanalyse; Rassenunterschied; Hispanic; Hispanic Americans; Hispanoamerikaner; Zielorientierung; Zielvorstellung; Interpersonale Kompetenz; Peer-Beziehungen; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Rasse; Abstammung; Ethnizität; Schülerbefragung
Abstract	The purpose of this study was to: examine differences in students' perceptions of their noncognitive skills and school environments by race/ethnicity, and explore whether students' perceptions of their noncognitive skills and school environments were related to three outcomes that have been identified in the research as mattering most for a success transition to high school--grade 9 GPA, grade 9 absences, and grade 9 course failures. The study used administrative and survey data from students in 14 high schools in New Mexico. Regression analyses were used to investigate differences in students' responses on scales measuring their perceptions of their noncognitive skills and school environments. Structural equation modeling was used to assess relationships between students' perceptions of their noncognitive skills and school environments and their grade 9 outcomes. The results of this study revealed significant differences in students' perceptions of their noncognitive skills and school environment by race/ethnicity. The results also suggest that students' perceptions of their noncognitive factors and school environments are associated with the grade 9 outcomes. Although no casual relationships can be derived from this study, the results can help schools or districts to determine where they might want to focus some of their efforts with regard to helping students to make successful transitions to high school. Given that Hispanic and Native American students have lower graduation rates, improving the noncognitive skills or school environment factors that are strongly related to grade 9 performance for these groups may well provide a substantial return on investment in dropout prevention. (As Provided).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01