The Learning Environment: A Comparison of High and Low Achieving Elementary Schools

• Published in: Urban education (Beverly Hills, Calif.) Calif.), 1975-10, Vol.10 (3), p.245-261
• Main Authors: Gigliotti, Richard J., Brookover, Wilbur B.
• Format: Article
• Language: English
• Subjects: Achieve/Achiever/Achieved/ Achievement/ Achievements; Comparison/Comparisons/Comparative/Comparability; Elementary; Environment/Environments/ Environmental/ Environmentally; Learning/Learned; School/Schools; United States/US
• ISSN: 0042-0859; 1552-8340
• DOI: 10.1177/0042085975103003

Focus is on social environment factors which characterize & differentiate higher & lower achieving elementary schools. The schools were matched in pairs where one was higher & one lower achieving, but were otherwise similar in SES, racial composition, geographical locale, & size. All the isolated variables differentiated the higher & lower achieving matched schools at .05 or beyond. The variables studied were: (1) performance evaluations & expectations of teachers & principals, (2) students' perceptions of the performance expectations held by teachers, principal & parents, (3) students' aspirations & sense of control, (4) teachers' press for achievement, & (5) the level of community residential stability & the degree of community support for the school. The conclusions suggest that these variables are important environmental correlates of higher & lower achieving schools. While these environmental variables are directly related to school SES level, in that lower SES schools are especially characterized by lower states of the variables & higher SES schools are characterized by higher states of the variables, evidence is provided that the higher levels of these environmental variables can occur at all SES levels & are predictive of school achievement. 3 Tables. AA.