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Predictors of academic achievement among students at Hillsborough Community College: Can school engagement close the racial gap of achievement?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Smith, Warren Thomas |
| Copyright Year | 2010 |
| Abstract | In the United States today, significant gaps exist among the races along a variety of measures of academic success, including standardized test scores, grade point averages, and drop-out and graduation rates. In recent decades, social scientists and educators alike have sought to uncover the reasons for these gaps, and many have focused on the role of cultural and institutional factors within the school setting. In recent years, researchers have examined such factors as a students‘ school identification (Osborne 1997; Voelkl 1997), students‘ opportunities to learn and the classroom climate (Oakes 1985), students‘ sense of school belonging (Goodenow 1993), and of particular interest to this researcher, sense of school engagement (Fredricks, Blumenfeld and Paris, 2004). Using data drawn from the Community College Survey on Student Engagement (CCSSE) administered by Hillsborough Community College (HCC) in the spring semester of 2007, I explore (1) whether students‘ levels of academic achievement, as measured by grade point average, vary across racial groups, as much of the literature has shown; and (2) whether any of the observed racial differences in academic achievement can be explained by differing levels of school engagement. Results show that black students at HCC do, in fact, report lower academic achievement compared to their white |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=2777&context=etd&httpsredir=1&referer= |
| Alternate Webpage(s) | http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=2777&context=etd |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
