School and Family Predictors of Achievement and Dropout in Elementary Schools of a Developing Country.

Autor/in	Lynch, Patrick D.
Titel	School and Family Predictors of Achievement and Dropout in Elementary Schools of a Developing Country.
Quelle	(1975), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Comparative Education; Developing Nations; Dropout Characteristics; Educational Assessment; Educational Environment; Educational Research; Elementary Education; Family Environment; Nontraditional Education; Predictor Variables; School Holding Power; Socioeconomic Influences; Student Attitudes; Ecuador + Suchen Sie Ihr Suchwort? Schulleistung; Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Familienmilieu; Non-traditional education; Alternative Erziehung; Prädiktor; Sozioökonomischer Faktor; Schülerverhalten
Abstract	In 1973 a study of the national primary schools was begun in Ecuador to consider effects of school and non-school factors upon student flow and achievement, to examine the relative productivity of different types of schools, and to study the costs of primary education to the family and nation. Although other variables such as teacher preparation and characteristics of schools were studied, this paper concentrates upon the socio-economic and family variables such as parent's occupation, family's educational resources, and student's attitude toward school. The researchers examined these variables as related to student achievement and dropout rate in the various types of schools. Students in grades 1, 4, and 6 from urban and rural schools responded to a questionnaire to determine socio-economic and family factors and to an instrument to determine attitudes. Responses by grades to items of the socio-economic instrument indicate trends which begin to show some system characteristics. In general, there is a trend for students in the higher grades to answer the questionnaire more positively on an ascending socio-economic scale. These data show differences which are really urban-rural. Lack of strong correlation between school factors or socio-economic status and pupil attitudes leads the author to think that attitude may be so culturally determined as to be impossible to separate from value orientations applicable to all formal organizations. (Author/ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC