Direct and indirect effects of school learning variables on the academic achievement of African American 10th graders

In focusing on the direct and indirect effects of certain school learning v ariables on the academic achievement of African American 10th graders, a mo del was proposed. The model considered those variables associated with stud ent background characteristics (i.e., gender and socioeconomic status); the school (i.e., students' perceptions of the school environment, teachers, a nd teaching); the family (i.e., parental expectations and involvement); and students (i.e., student educational aspirations and motivation). It was te sted using data from African American students who participated in the Nati onal Educational Longitudinal Study of 1988. A revised model was developed after only socioeconomic status, prior academic achievement, and students' perceptions of teachers and teaching quality were found to have statistical ly significant effects opt achievement.