Saint Louis University, St. Louis, MO, USA.
Psychol Rep. 2021 Dec;124(6):2703-2720. doi: 10.1177/0033294120967274. Epub 2020 Oct 20.
Previous research suggests that both poverty and minority status significantly influence academic achievement. Nativity schools, which have been extensively researched, have been found effective for students coming from low socioeconomic statuses and diverse backgrounds. Differences were examined between an urban public school district and an urban parochial school that uses the Nativity model (henceforth referred to as Nativity School). The purpose of this study was to determine if students from Nativity School were able to achieve significantly above that which urban public school students achieved. Specifically, academic achievement in the areas of mathematics, language arts, and science were analyzed, as well as high school dropout rate, high school graduation rate, and entrance into postsecondary education. Nativity School used the Iowa Test of Basic Skills (ITBS) to measure achievement longitudinally and reported stanines and local and national percentile ranks, while the public school system used the Missouri Assessment Program (MAP) and provided four descriptor categories (i.e., Below Basic, Basic, Proficient, and Advanced). Below Basic and Basic referred to students who demonstrate the skills outlined by the Missouri Show-Me Standards inconsistently and/or incorrectly, while students who perform in the Proficient and Advanced categories demonstrate these skills consistently, at or above grade level. Results revealed Nativity School students significantly improved their academic achievement scores and were more likely than urban public school students to graduate high school and enroll in postsecondary school. Interpretation and implications of these results and limitations are explored.
先前的研究表明，贫困和少数族裔身份都会对学业成绩产生显著影响。在广泛研究的基础上，人们发现，来自然提学校的学生，无论是来自社会经济地位较低的家庭还是来自不同背景的家庭，都能从中受益。本研究考察了一个城市公立学区和一所采用自然提模式的城市教区学校（以下简称自然提学校）之间的差异。本研究的目的是确定自然提学校的学生是否能够取得明显高于城市公立学校学生的成绩。具体来说，分析了数学、语言艺术和科学领域的学业成绩，以及高中辍学率、高中毕业率和进入高等教育的情况。自然提学校使用爱荷华州基本技能测试（ITBS）来衡量学生的纵向成绩，并报告斯坦尼斯和当地及全国百分位排名，而公立学校系统则使用密苏里州评估计划（MAP），并提供四个描述性类别（即低于基础、基础、熟练和高级）。低于基础和基础是指那些不能始终如一地、正确地展示出密苏里州“展示标准”所规定的技能的学生，而那些在熟练和高级类别中表现出色的学生则始终如一地、达到或超过年级水平地展示了这些技能。研究结果表明，自然提学校的学生显著提高了他们的学业成绩，而且比城市公立学校的学生更有可能高中毕业并进入高等教育机构。对这些结果的解释和影响以及局限性进行了探讨。
