The impact of achievement press on student success in elementary schools

Abstract

Purpose

The purpose of this study is to examine the relative impact of achievement press on student success in elementary schools in the Southwestern USA.

Design/methodology/approach

Data from individual teacher assessments and student achievement tests are collected and aggregated at the campus level. Hierarchical linear modeling is utilized to calculate the Intra Class Correlation (ICC), then campus level scores for achievement press (along with control variables) are regressed on school success indicators in order to determine the relative impact of achievement press on various levels of school attainment.

Findings

The results of these analyses demonstrate that achievement press made a statistically significant independent contribution to school success, both near term (one year) and longitudinally (over three years).

Research limitations/implications

Via the use of a reliable and valid diagnostic tool, this investigation adds to the extant literature on school climate, achievement, and school effectiveness.

Practical implications

This study provides important information for educational leaders interested in improving both school climate and student achievement. Practical concerns about socioeconomic status and administrator longevity are also addressed.

Originality/value

This research validates the usefulness of achievement press as a concise multi‐level school climate measure. To that end, this study both demonstrates that achievement press makes an impact on school level success and adds to a growing body of literature connecting specific campus climate variables directly to student achievement.

Citation

Smith, P.A. and Sean Kearney, W. (2013), "The impact of achievement press on student success in elementary schools", International Journal of Educational Management, Vol. 27 No. 4, pp. 387-401. https://doi.org/10.1108/09513541311316322