School Correlates of Academic Behaviors and Performance among McKinney-Vento Identified Youth

Autor/inn/en	Stone, Susan; Uretsky, Mathew
Titel	School Correlates of Academic Behaviors and Performance among McKinney-Vento Identified Youth
Quelle	In: Urban Education, 51 (2016) 6, S.600-628 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915602540
Schlagwörter	Elementary School Students; Middle School Students; High School Students; Homeless People; Urban Schools; Institutional Characteristics; Attendance Patterns; Suspension; Tests; Performance; Standardized Tests; Truancy; Reading Skills; Mathematics Skills; English Language Learners; At Risk Students; Special Education; Federal Legislation; Student Records; Socioeconomic Status; Academic Achievement; Student Placement; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Homeless person; Homeless persons; Obdachloser; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausschluss; Schulausschluss; Examination; Prüfung; Examen; Achievement; Leistung; Standadised tests; Standardisierter Test; Schulabsentismus; Schulschwänzen; Schulverweigerung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Bundesrecht; Schülerakte; Socio-economic status; Sozioökonomischer Status; Schulleistung; Schülerpraktikum; Kalifornien
Abstract	We utilized a pooled sample of elementary, middle, and high school-aged children identified as homeless via definitions set forth by McKinney-Vento legislation in a large urban district in California to estimate the extent to which school factors contributed to student attendance, suspensions, test-taking behaviors, and performance on state standardized achievement tests (N = 2,618 students in 111 schools). Results of multi-level models indicated that school factors, including school truancy and average school reading and mathematics proficiency rates, contributed to individual student outcomes. Students identified as English language learners or receiving special education services performed relatively more poorly than peers across outcomes considered. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01