Linking Poverty, Engagement, and Achievement Across Elementary, Middle, and High School

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-10 - Assessment in Cross-Cultural Settings: Issues, Challenges, and Successes

Abstract

The call for this conference challenges scholars to “align more closely with the interests of justice for those who have been and are educationally marginalized, dispossessed, and excluded.” While much of the rhetoric about schools focuses on student achievement, longitudinal measures of student engagement may provide deeper insight as to why some students are marginalized and dispossessed as they engage in, cope with, or disengage from, their schooling experience. This longitudinal mixed method sequential explanatory study looks at the interrelationships among emotional engagement, cognitive engagement, behavioral engagement, and academic achievement among a cohort of more than 200 students as they progress through elementary, middle, and into high school. Qualitative and quantitative analysis from the full longitudinal study will be presented.

Authors

• Anthony C. Frontier, Cardinal Stritch University

• Carroll Elizabeth Bronson, Cardinal Stritch University