Investigating Academic Resilience Using Data From the 2017 NAEP

Session Type: Symposium

Abstract

The NAEP results show that the percentage of students who are academically resilient – those who are from economically disadvantaged backgrounds and performing well – has been significantly increasing since 2009. The purpose of this symposium is to investigate academic resilience from different viewpoints. The first paper examines how much of the variance in students’ academic resilience can be explained by individual and school characteristics. The second paper revisits the effective-schools discourse to explore school factors that support academically resilient students. The third paper examines resilience across states and their policies (e.g., universal tracking, teacher training). These studies seek to understand how students, schools, and states play a role to promote a positive learning environment for academically resilient students.

Sub Unit

• SIG-NAEP Studies

Chair

• Markus Broer, American Institutes for Research

Papers

• Characteristics of High-Performing Students Who Are Eligible for the National School Lunch Program - Saki Ikoma, American Institutes for Research

• Examining the School Characteristics of Different National School Lunch Program–Eligible Schools - Juanita Hicks, American Institutes for Research

• State Comparison of High-Achieving Students in High-Poverty Schools - Stephanie Straus, Georgetown University; Alison Filbey, American Institutes for Research

Discussant

• Stephen Kotok, St. John's University