Document Number: 2702Academic Success Among Poor and Minority Students: An Analysis of Competing Models of School Effects - Based on national data, this report identifies the individual characteristics that distinguished academically successful or resilient elementary school students from minority and low socioeconomic status (SES) backgrounds from their less successful, or nonresilient counterparts. Results suggest that minority students from low SES backgrounds were exposed to greater risks and fewer resilience-promoting conditions than otherwise similar low SES white students. Greater engagement in academic activities, an internal locus of control, effectiveness in math, a more positive outlook toward school and a more positive self-esteem were characteristic of all low SES students who achieved resilient outcomes. The most powerful school characteristics for promoting resiliency were represented by a supportive school community model, which included elements that actively shielded children from adversity. The implications of these findings for theory and for policy are discussed in the report. (Geoffrey D. Borman and Laura T. Rachuba, CRESPAR Report No. 52, February 2001)...
Related IssuesAt-Risk (incl. Dropout Prevention)