U.S. flag

An official website of the United States government, Department of Justice.

School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination

NCJ Number
254706
Date Published
2018
Length
17 pages
Author(s)
Tim Konold; Dewey Cornell; Yuane Jia; Marisa Malone
Agencies
NIJ-Sponsored
Publication Type
Research (Applied/Empirical), Report (Study/Research), Report (Grant Sponsored), Program/Project Description
Grant Number(s)
2014-CK-BX-0004
Annotation
This study tested the theory that schools characterized by high structure and student support have greater levels of student engagement and that these factors are associated with higher academic achievement, as indicated by school graduation rates and school performance on state-mandated testing.
Abstract
The model was tested through a multilevel, multi-informant structural model on a Virginia statewide sample of 60,441 students and 11,442 teachers in 298 high schools. Consistent with the authoritative school climate model, both structure and student support were associated with higher student engagement in schools. Moreover, student engagement was directly associated with academic achievement and operated as an intervening factor. Results provide new evidence that an authoritative school climate is associated with high school academic achievement. 1 table 2 figures, 97 references, and appended study instruments (publisher abstract modified)
Date Created: July 20, 2021