Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis

This research examines the importance of a school climate characterized by high levels of academic emphasis. Effective schools research is reviewed to develop a conceptual model undergirding the measurement of academic emphas is. In addition, social cognitive theory is employed as a theoretical frame work explaining the development and effect of academic emphasis on student achievement. With the use of hierarchical linear modeling, the authors show that academic emphasis is important to differences among urban elementary schools in student mathematics and reading achievement. The relationship be tween current academic achievement and students' prior achievement and demo graphic characteristics is also modeled in this study.