Direct and Indirect Effects of School Learning Variables on the Academic Achievement of African American 10th Grades.

Adams, Candace Renee; Singh, Kusum

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Peer reviewed

ERIC Number: EJ585051

Record Type: Journal

Publication Date: 1998

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ISSN: ISSN-0022-2984

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Direct and Indirect Effects of School Learning Variables on the Academic Achievement of African American 10th Grades.

Adams, Candace Renee; Singh, Kusum

Journal of Negro Education, v67 n1 p48-66 Win 1998

Tested a model of direct and indirect effects of certain school learning variables on the academic achievement of African-American 10th graders using data from the National Educational Longitudinal Study of 1988. Socioeconomic status, prior learning achievement, and students' perceptions of teachers and teacher quality were found to have statistically significant effects on achievement. (SLD)

Descriptors: Academic Achievement, Black Students, Grade 10, High School Students, High Schools, Institutional Characteristics, Longitudinal Studies, Prior Learning, Socioeconomic Status, Student Attitudes, Teacher Effectiveness

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

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Author Affiliations: N/A