The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis
Abstract
This research examines the importance of a school climate characterized by high levels of academic emphasis. Effective schools research is reviewed to develop a conceptual model undergirding the measurement of academic emphasis. In addition, social cognitive theory is employed as a theoretical framework explaining the development and effect of academic emphasis on student achievement. With the use of hierarchical linear modeling, the authors show that academic emphasis is important to differences among urban elementary schools in student mathematics and reading achievement. The relationship between current academic achievement and students’ prior achievement and demo- graphic characteristics is also modeled in this study.
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Citations
Cites
Perceived self-efficacy in cognitive development and functioning
Bandura, A. (1993) · Educational Psychologist · doi:10.1207/s15326985ep2802_3 · Cited by 7,655
Catholic Schools and the Common Good
BRYK, A. S., Lee, V. E., & Holland, P. B. (1993) · doi:10.4159/9780674029033 · Cited by 973
Instructional Outcomes of School-Based Participative Decision Making
Smylie, M. A., Lazarus, V., & Brownlee-Conyers, J. (1996) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737018003181 · Cited by 209
Cited by
Academic Optimism of Schools: A Force for Student Achievement
Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006) · American Educational Research Journal · doi:10.3102/00028312043003425 · Cited by 747
Self-citationHow does leadership affect student achievement? Results from a national US survey
Seashore Louis, K., Dretzke, B., & Wahlstrom, K. (2010) · School Effectiveness and School Improvement · doi:10.1080/09243453.2010.486586 · Cited by 624
Lee, J.-S. (2012) · International Journal of Educational Research · doi:10.1016/j.ijer.2012.04.006 · Cited by 272
Anderson, S., Leithwood, K., & Strauss, T. (2010) · Leadership and Policy in Schools · doi:10.1080/15700761003731492 · Cited by 210
Cornell, D., Shukla, K., & Konold, T. R. (2016) · AERA Open · doi:10.1177/2332858416633184 · Cited by 169
Metadata
- Authors
- Goddard, R. D., Sweetland, S. R., & Hoy, W. K.
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 2000-12
- Volume
- 36
- Issue
- 5
- Pages
- 683-702
- ISSN
- 0013-161X (ISSN-L)
- 1552-3519
- OpenAlex
- W2107590162
- Cited by
- 286
- References
- 3
- FWCI
- 19.54
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis. https://app.cochat.ai/papers/10.1177/00131610021969164
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- Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis. Educational Administration Quarterly. https://doi.org/10.1177/00131610021969164
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
