Javascript must be enabled to load the article. You can also download the raw html article Copyright (c) 2021 Joacim Ramberg, Sara Brolin Låftman, Emma Fransson, Bitte Modin This work is licensed under a Creative Commons Attribution 4.0 International License. Authors contributing to Nordic Studies in Education retain copyright to their articles but agree to publish them under a Creative Commons CC-BY 4.0 License. The terms of this license permit third parties to freely copy and redistribute the material in any medium or format, and to adapt, transform, and build upon the material for any purpose, even commercially, as long as appropriate credit is given, a link to the license is provided, and any changes made are indicated. The foregoing may be done in any reasonable manner, but not in any way that suggests the licensor endorses the third party or their use. journal article School Determinants of Student Achievement in Secondary EducationAmerican Educational Research Journal Vol. 20, No. 2 (Summer, 1983) , pp. 251-268 (18 pages) Published By: American Educational Research Association https://doi.org/10.2307/1162597 https://www.jstor.org/stable/1162597 Abstract Relationships were examined between student achievement (output), teachers' length of tenure, level of fiscal resources, and level of disadvantaged students. The school was used as the unit of analysis. Teachers' length of tenure was found to be a positive and direct predictor of the output. The level of fiscal resources was found to be a negative and direct predictor, but also a positive and indirect predictor through teachers' length of tenure. The level of disadvantaged students was found to be a positive predictor through fiscal resources and teachers' tenure separately, and a negative predictor through each of the two inputs separately. Implications for further research are suggested on the basis of these findings. Journal Information American Educational Research Journal (AERJ) has as its purpose to publish original empirical and theoretical studies and analyses in education. The editors seek to publish articles from a wide variety of academic disciplines and substantive fields. They are looking for contributions that are significant to the understanding and/or improvement of educational processes and outcomes. Publisher Information The American Educational Research Association (AERA) is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. AERA is the most prominent international professional organization with the primary goal of advancing educational research and its practical application. Its 20,000 members are educators; administrators; directors of research, testing or evaluation in federal, state and local agencies; counselors; evaluators; graduate students; and behavioral scientists. The broad range of disciplines represented by the membership includes education, psychology, statistics, sociology, history, economics, philosophy, anthropology, and political science. Rights & Usage This item is part of a JSTOR Collection.  When it comes to academic success, there are a lot of factors at play. A good teacher or a motivated student is only a small portion of what ultimately contributes to a student’s success. Elements like the lesson delivery, class size, parental involvement, and social dynamics in a school all work together to contribute (or detract) from student achievement. In this article, we’ll take a look at a number of factors that affect student achievement to help you understand why they are significant. We’ll also offer simple suggestions as to how you can leverage these factors to foster students’ academic success and improved student performance. Factors that Affect Student Achievement1. Instruction quality and delivery styleIt shouldn’t come as a surprise that the quality of instruction in the classroom is an important factor in student achievement. Studies have shown that most students do best when teachers foster a dynamic classroom experience in which they share the objectives and guidelines of the lesson with the students but let students lead the conversation. A conversational instruction style helps students use their creativity to apply the information being taught in a variety of contexts, thus reinforcing the lesson. Additionally, the opportunity to participate in the lesson is much more engaging for students than sitting through a one-sided lecture. Since students each have different learning styles, incorporating a variety of different lesson delivery styles gives each student the opportunity to engage with the material in different ways. As a result, rather than feeling alienated or distracted during class time, student engagement allows students to gain a deeper understanding of the course material. 2. Class sizeThere is resounding evidence proving that students thrive in small classes. Small classes enable teachers to spend more time with each individual student so nobody slips through the cracks. Students have more opportunities to ask questions and receive direct feedback on their schoolwork which helps them engage more with their coursework overall improving academic achievement. Additionally, teachers have an easier time managing smaller classes. As such, smaller classes facilitate learning environments with fewer disruptions, leaving more time for in-depth discussion and immersive learning. While small classes may not always be an option, creating an intimate learning and school environment, such as a study group, could be a powerful alternative. Working in a small group encourages participation and creates more opportunities for each student to share their ideas and perspectives, leading to a deeper understanding of the lessons. 3. Parent involvementA supportive and involved family is one of the most important factors that affects student achievement and academic performance. Research has shown that students with involved parents achieve higher grades, have better attendance, and have bigger long-term aspirations. With this in mind, creating opportunities and resources to help parents become more involved in their child’s school experience is an essential step in fostering student success. There are all kinds of beneficial ways for parents to become involved and yield parental influence. They might ask questions about what their child learned in school that day, offer assistance with completing homework assignments, or help out with extracurricular activities. Every little bit counts. 4. Relationships with peersSocial relationships play a large role in academic success. Students who have friends at school often look forward to attending classes and are more prone to engage with the curriculum. Having friends is good for self esteem and gives students the confidence to participate in class discussions and share their unique perspectives. On the other hand, when students struggle to form friendships, experience bullying, or feel like they don’t fit in with their peers, problems can arise. The stress and anxiety that comes with social strain can distract from school work, leading to lower grades, reduced student engagement and less involvement in class time. There are many ways that educators can work to promote relationship building while at school influence student academic performance. On a schoolwide level, extra-curricular activities create the opportunity for students to form bonds with their peers, and develop closer relationships with their teachers. At a classroom level, group activities, class discussions, and interactive lessons encourage students to get to know one another while learning. 5. AssessmentStudents and educators both have goals relating to education, and through assessment they can evaluate whether they are on track to meet those goals. Assessment can be used to develop or adjust rubrics, which in turn help establish a baseline for evaluating student coursework. Students often find assessment motivational, as it helps them see how they are doing and make adjustments as they learn. Educators should be consistently assessing students and using the data collected to make improvements to the educational curriculum and to adjust educational standards. Assessment should also be used to evaluate how teachers are performing and determine areas where they can improve. Assessment helps educators, students, and parents understand how well a student is retaining course material. Assessment exposes weak areas in a curriculum and helps educators determine whether the lessons they are teaching are successfully communicating the points they are trying to make. Ultimately, an assessment protocol helps educators better meet the needs of their students, and helps students see where they stand in terms of their learning goals. 6. School facilitiesUnsurprisingly, schools that are well equipped with tools, resources, and facilities for learning tend to see higher levels of student academic achievement. This is due to a number of factors, including the fact that they are more likely to attract highly qualified teachers. Plus, teachers with an abundance of resources at their disposal are better equipped to cater to a variety of learning styles and levels, therefore offering better support to their students. Students with access to laboratory equipment, computers, well-stocked libraries, and sports equipment are more highly engaged and tend to perform better. Beyond learning materials, the infrastructure of the school is an important factor to consider as well. Schools with buildings that have good ventilation, heating, lighting, and noise control tend to see higher student achievement than those that do not have a good infrastructure. Moving forwardThere are many more factors that affect student achievement, and each of them does so in nuanced ways. If increasing student success is a goal your school is working towards, Student Turnaround can help. Student Turnaround’s ST6 methodology was created to help empower educators and students to help them reach their goals. Schedule a call to learn how School Turnaround can help foster student success within your school. ____________ References: https://econweb.ucsd.edu/~jbetts/Pub/A39%20Research%20Brief%20RB_803JBRB.pdf https://onlinelibrary.wiley.com/doi/full/10.1002/jae.741 https://www.collegeraptor.com/find-colleges/articles/tips-tools-advice/trick-cheat-10-things-affecting-students-academic-performance/ https://globaljournals.org/GJMBR_Volume12/3-Factors-Affecting-Students-Academic.pdf What are the factors responsible for the achievement of a student?Factors that Affect Student Achievement. Instruction quality and delivery style. It shouldn't come as a surprise that the quality of instruction in the classroom is an important factor in student achievement. ... . Class size. ... . Parent involvement. ... . Relationships with peers. ... . Assessment. ... . School facilities.. What is background of a student?Your background is the kind of family you come from and the kind of education you have had. It can also refer to such things as your social and racial origins, your financial status, or the type of work experience that you have.
What factors affect student academic achievement?Students' academic performance is affected by several factors: students' learning skills, parental background, peer influence, teachers' quality, and learning infrastructure. State and federal education officials collect graduation rates as a baseline measurement of secondary education performance.
What is the most important factor for improving student achievement?Teacher quality matters. In fact, it is the most important school-related factor influencing student achievement.
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