Trust as a Mediator of the Relationships Between Poverty, Racial Composition, and Academic Achievement: Evidence From Michigan's Public Elementary Schools

• Published in: Educational administration quarterly 2009-04, Vol.45 (2), p.292-311
• Main Authors: Goddard, Roger D., Salloum, Serena J., Berebitsky, Dan
• Format: Article
• Language: English
• Subjects: Academic Achievement; Disadvantaged; Elementary Schools; Mathematics Achievement; Michigan; Organizations (Groups); Path Analysis; Poverty; Public Education; Racial Composition; Reading Achievement; Reading Tests; Relationship; Socioeconomic Status; Trust (Psychology)
• ISSN: 0013-161X; 1552-3519
• DOI: 10.1177/0013161X08330503

Purpose: Research shows that trust is significantly related to academic achievement. This study expands knowledge of this connection in two ways. First, because a stratified, random sample of elementary schools from an entire state was used, the results have considerable generalizability. Second, this study tested the relationship between trust and achievement and assessed whether links between academic achievement, socioeconomic status (SES), and racial composition are mediated by the levels of trust teachers report in students and parents. Data Collection and Analysis: Schools were systematically randomly selected and stratified by location, prior achievement, SES, and size to represent all traditional public elementary schools across Michigan. Teachers responded to surveys measuring the levels of trust in schools. A path analysis was conducted at the school level to model variation in trust and the proportion of students passing the state mathematics and reading assessments. Findings: Using path analysis and controlling for measures of school context, greater trust was associated with increased school achievement in mathematics and reading on state assessments used for accountability purposes. Also, school SES, racial composition, and size were indirectly related to achievement through their associations with trust. However, racial and economic disadvantage were not directly related to achievement after controlling for prior achievement and trust. Conclusion: Because racial and economic disadvantage were related to achievement only indirectly through their negative associations with trust, trust relations appear to mediate the relationship between school disadvantage and academic achievement. Future researchers may wish to study whether programs seeking to increase trust in schools can effectively minimize the academic disadvantage typically associated with poverty and racial composition.