Can school structures improve teacher-student relationships? The relationship between advisory programs, personalization and students’ academic achievement

Larry V. McClure, Susan Yonezawa, Makeba Jones

Abstract


In this paper, we present findings from a three-year study of students' perceptions of personalization and, specifically, advisory as a reform strategy and its relationship to students' academic progress at 14 recently converted small high schools in a large, urban school district in California.  This study examined the degree to which students' sense of personalization (connections to the school and to adults at the school) interacted with students' academic achievement, as measured by standardized test scores and weighted grade-point averages. In particular, we examined the relationship between students' perceptions of formal structures to enhance personalization -- such as advisory periods -- and students' academic achievement.


Keywords


Personalization; Advisory; Academic Achievement; School Structures

Full Text:

PDF


DOI: http://dx.doi.org/10.14507/epaa.v18n17.2010

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM


Discussion




Contact EPAA//AAPE at Mary Lou Fulton Teachers College