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Academic achievement

About: Academic achievement is a research topic. Over the lifetime, 69460 publications have been published within this topic receiving 2227289 citations. The topic is also known as: academic performance & educational achievement.


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Journal ArticleDOI
TL;DR: The authors examined the influence of transformational leader behavior by school principals as it related to organizational commitment, organizational citizenship behavior, teacher satisfaction with leader, and student academic performance in 89 schools in Singapore using a split sample technique.
Abstract: Summary Transformational leadership theory was examined in 89 schools in Singapore using a split sample technique (N = 846 teachers). The study sought to examine the influence of transformational leader behavior by school principals as it related to organizational commitment, organizational citizenship behavior, teacher satisfaction with leader, and student academic performance. Attitudinal and behavioral data were collected from both teachers and principals; student academic performance was collected from school records. School level analyses showed that transformational leadership had significant add-on effects to transactional leadership in the prediction of organizational commitment, organizational citizenship behavior, and teacher satisfaction. Moreover, transformational leadership was found to have indirect effects on student academic achievement. Finally, it was found that transactional leadership had little add-on effect on transformational leadership in predicting outcomes. Implications and directions for future research are discussed.

603 citations

Journal ArticleDOI
TL;DR: This paper found that significant racial variations in cultural capital and household educational items are largely a function of disparities in family socioeconomic status, but that these resources have only a small mediating effect on the gap in black-white achievement.
Abstract: Theories of cultural capital and family educational resources explain how and why background matters for achievement, yet it is unclear whether the processes described are equally applicable to nonwhites. The study presented here examined (1) the extent to which black and white students differ in cultural capital and educational resources, (2) the mediating role these attributes may play between family background and racial disparities in achievement, and (3) whether educational returns vary by racial group. The findings suggest that significant racial variations in cultural capital and household educational items are largely a function of disparities in family socioeconomic status, but that these resources have only a small mediating effect on the gap in black-white achievement. Black and low-SES students tend to receive less educational return, probably because of micropolitical evaluative processes at the school and classroom levels

603 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigate the seasonal differences in the seasonality of children's learning over the school year and summer months, and find that during the summer, upper SES children’s skills continue to advance (albeit at a slower rate than during the regular school year), but lower SES learners' gains, on average, are flat.
Abstract: Are there socioeconomic differences in the seasonality of children’s learning over the school year and summer months? The achievement gap across social lines increases during the primary grades, as much research indicates, but descriptive analyses and HLM within-person growth models for a representative panel of Baltimore school children demonstrate that the increase can be traced mainly to the out-of-school environment (i.e., influences situated in home and community). School-year verbal and quantitative achievement gains are comparable for upper socioeconomic status (SES) and lower SES children, but summer gains, when children are out of school, evidence large disparities. During the summer, upper SES children’s skills continue to advance (albeit at a slower rate than during the school year), but lower SES children’s gains, on average, are flat. This seasonal pattern of achievement gains implies that schooling plays an important compensatory role, one that is obscured when achievement is compared on an annual basis, as is typical. Policy implications of the seasonality of learning are discussed, including support for preventive measures over the preschool years and for programs, possibly including calendar reforms and summer school, to support disadvantaged children’s learning year-round.

596 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20241
2023760
20221,530
20211,695
20202,633
20192,737