Factors related to good achievement

Two home-parent models, a statistical predictive model and a non-statistical conceptual model, were developed to predict achievement and achievement controlled for ability for students in grades 3-5 using home and parent variables from the CognitiveGenesis student and parent surveys. The predictive model includes a limited number of home-parent variables to use in predicting a student’s specific achievement score using a statistical formula. The conceptual model, which includes all home-parent variables that have a meaningful relationship with achievement, can be used to help understand the causal dynamics that relate the home-parent variables to achievement.  The models were selected by examining the relationship between achievement and home-parent variables in three situations: each home and parent variable was considered 1) individually, 2) in a model containing all other home and parent variables, and 3) in models with a small number of home and parent variables. Home and parent variables that showed negligible or unusual relationships with achievement or achievement controlled for ability were not included in the models. Models were tested for applicability for students in different gender, ethnic, and ability groups.

The variables in the two models are listed below. The conceptual model includes 17 home and parent variables classified under 7 broad categories and the predictive model includes 10 home and parent variables, identified with an asterisk (*).

Students can be expected to have higher achievement when their home or parents have the following characteristics:

• Many good books and magazines in our home*
• Parents like to read good books and magazines

• Talking with parents*
• Time spent with parents*
• English is spoken in the home*

• How involved is your family in school activities*
• Parents ask about what I am doing at school

Discipline in the home
• Parents make me do chores around the house*
• Parents limit TV content*
• Parents limit computer time*
• If I break a rule, I usually get punished
• Parents limit TV time
• Parents limit the type of music to listen to

Spiritual home
• Parents attend church*
• Spiritual things are important to parents

High expectations
• How far in school do you want your children to go*

Harmonious home
• Lot of love in my family

Two home-parent models, a statistical predictive model and a non-statistical conceptual model, were developed to predict achievement and achievement controlled for ability for students in grades 6-8 using home and parent variables from the CognitiveGenesis student and parent surveys. The predictive model includes a limited number of home-parent variables to use in predicting a student’s specific achievement score using a statistical formula. The conceptual model, which includes all home-parent variables that have a meaningful relationship with achievement, can be used to help understand the causal dynamics that relate the home-parent variables to achievement.  The models were selected by examining the relationship between achievement and home-parent variables in three situations: each home and parent variable was considered 1) individually, 2) in a model containing all other home and parent variables, and 3) in models with a small number of home and parent variables. Home and parent variables that showed negligible or unusual relationships with achievement or achievement controlled for ability were not included in the models. Models were tested for applicability for students in different gender, ethnic, and ability groups.

The variables in the two models are listed below. The conceptual model includes 25 home and parent variables classified under 7 broad categories and the predictive model includes 7 home and parent variables, identified with an asterisk (*).

Students can be expected to have higher achievement when their home or parents have the following characteristics:

• there are lots of good books and magazines in the home*
• their parents like to read good books and magazines

• they have frequent lengthy conversations with their parents*
• English is spoken in the home*
• they have frequent time interacting with parents
• they frequently talk with their parents about their faith or religious experience
• they frequently talk with their parents about what they are doing in school

• their parents frequently attend or participate in after-school activities*
• their parents are knowledgeable about the school
• their parents are involved in school activities

• their parents limit their time on the internet or what they can do or see there*
• their parents limit the time with friends on school nights*
• they are usually punished if they break a rule set by their parents
• their parents limit the time they can watch TV or what they can watch
• their parents limit the time with friends on weekends
• their parents limit the type of music they can listen to

• their parents frequently attend church*
• spiritual things are important to their mother
• spiritual things are important to their father
• their mother is spiritual
• their father is spiritual
• they frequently talk with their parents about their faith or religious experience

• their parents want them to have a high level of education

• there is a lot of love in their family
• they get along well with their parents

Two school models, a statistical predictive model and a non-statistical conceptual model, were developed to predict the school average achievement score for students in grades 3-5 using school variables from the CognitiveGenesis student, administrator, and teacher surveys. The predictive model includes a limited number of school variables to use in predicting a student’s specific achievement score using a statistical formula. The conceptual model, which includes all school variables that have a meaningful relationship with achievement, can be used to help understand the causal dynamics that relate the school variables to achievement. The models were selected by examining the relationship between achievement and school variables in two situations: each school variable was considered 1) individually and 2) in models with a small number of school variables. School variables that showed negligible or unusual relationships with achievement were not included in the models.

The variables in the two models are listed below. The conceptual model includes 31 school variables classified under 5 broad categories and the predictive model includes 5 school variables, identified with an asterisk (*).

Schools can be expected to have higher average achievement when they have following characteristics:

• The rules are fair
• Students feel safe
• Older students help younger students
• Students participate in small music groups*
• Students participate in large musical organizations
• Students participate in intramural sports
• Students participate in school-sponsored community service

• There are enrichment programs for gifted students
• The school is not departmentalized*
• A progressive curriculum
• Good quality of academic programs
• Good quality of instruction
• Religion is not over-emphasized

• Parents participate in school activities*
• Parent support the school
• Good support from constituent Adventist church members
• Good support from local SDA pastors
• Funds are available

• Fewer discipline problems
• Fewer students get in trouble*

• Internet accessibility*
• Number of computers
• Quality of computers
• Availability of computers
• Outside recreational facilities
• Physical education materials/equipment
• Library materials in the classroom
• Music materials/equipment
• Art material/equipment
• Availability of materials and supplies
• Physical facilities

Two school models, a statistical predictive model and a non-statistical conceptual model, were developed to predict the school average achievement score for students in grades 6-8 using school variables from the CognitiveGenesisstudent, administrator, and teacher surveys. The predictive model includes a limited number of school variables to use in predicting a student’s specific achievement score using a statistical formula. The conceptual model, which includes all school variables that have a meaningful relationship with achievement, can be used to help understand the causal dynamics that relate the school variables to achievement. The models were selected by examining the relationship between achievement and school variables in two situations: each school variable was considered 1) individually and 2) in models with a small number of school variables. School variables that showed negligible or unusual relationships with achievement were not included in the models.

The variables in the two models are listed below. The conceptual model includes 27 school variables classified under 6 broad categories and the predictive model includes 7 school variables, identified with an asterisk (*).

Schools can be expected to have higher average achievement when they have following characteristics:

• students feel safe in the school
• discipline is fair
• rules for behavior are not strict*
• enforcement of standard is not strict

• quality of academic programs
• quality of instruction
• students care about learning
• academic expectations of teachers and administrators*

• support from constituent church members
• financial support from constituent churches*
• support from local pastors
• parents participate in school activities*
• parents support the school

• students frequently disrupting classes
• conventional discipline problems
• tardiness or absenteeism
• physical conflicts*

• alcohol or drugs a problem in the school*

• availability of materials and supplies
• art materials/equipment
• library materials/equipment
• music materials/equipment
• physical education materials/equipment
• physical facilities*
• outside recreational facilities
• number of computers
• internet accessibility

Two student models, a statistical predictive model and a non-statistical conceptual model, were developed to predict achievement and achievement controlled for ability for students in grades 3-5 using student variables from the CognitiveGenesis student survey. The predictive model includes a limited number of student variables to use in predicting a student’s specific achievement score using a statistical formula. The conceptual model, which includes all student variables that have a meaningful relationship with achievement, can be used to help understand the causal dynamics that relate the student variables to achievement.  The models were selected by examining the relationship between achievement and student variables in three situations: each student variable was considered 1) individually, 2) in a model containing all other student variables, and 3) in models with a small number of student variables. Student variables that showed negligible or unusual relationships with achievement or achievement controlled for ability were not included in the models. Models were tested for applicability for students in different gender, ethnic, and ability groups.

The variables in the two models are listed below. The conceptual model includes 18 student variables classified under 7 broad categories and the predictive model includes 11 student variables, identified with an asterisk (*).

Students can be expected to have higher achievement when they exhibit the following traits:

• reading books or magazines*
• playing on a computer
• doing family chores*

• watching TV*
• listening to music*
• talking with friends*

• try to do your best in their schoolwork*
• try to do what their [parents and] teachers want*

• like talking with their parents
• time spent with their parents
• try to do what their parents [and teachers] want*

• like Sabbath School*
• like Bible classes at school
• try to do their best in their schoolwork

• like Sabbath School
• like Bible classes at school

• not sick and stay home from school*
• do not go to bed early or late*
• not strict or lenient related to junk food*

Two student models, a statistical predictive model and a non-statistical conceptual model, were developed to predict achievement and achievement controlled for ability for students in grades 6-8 using student variables from the CognitiveGenesis student survey. The predictive model includes a limited number of student variables to use in predicting a student’s specific achievement score using a statistical formula. The conceptual model, which includes all student variables that have a meaningful relationship with achievement, can be used to help understand the causal dynamics that relate the student variables to achievement. The models were selected by examining the relationship between achievement and student variables in three situations: each student variable was considered 1) individually, 2) in a model containing all other student variables, and 3) in models with a small number of student variables. Student variables that showed negligible or unusual relationships with achievement or achievement controlled for ability were not included in the models. Models were tested for applicability for students in different gender, ethnic, and ability groups.

The variables in the two models are listed below. The conceptual model includes 24 student variables classified under 7 broad categories and the predictive model includes 10 student variables, identified with an asterisk (*).

Students can be expected to have higher achievement when they exhibit the following traits:

• read things not required for school*
• take music lessons*
• doing family chores (moderate amount of time)*
• doing religious activities (moderate amount of time)*
• exercising other than sports (moderate amount of time)

• working on a school job*
• working on a non-school job
• playing or singing in a musical group
• playing intramural sports*
• playing varsity sports*
• listening to music for fun
• watching TV*
• playing on the computer
• talking with friends on the phone or computer

• are diligent in their homework*

• interact with their parents each day
• talk frequently with their parents*

• friends are interested in spiritual things
• friends are interested in getting good grades

• intend to be an active Christian as an adult
• think spiritual things are important

• have a good diet
• get adequate sleep
• have good health

Two student models, a statistical predictive model and a non-statistical conceptual model, were developed to predict achievement and achievement controlled for ability for dormitory students in grades 9 and 11 using student variables from the CognitiveGenesis student survey. The predictive model includes a limited number of student variables to use in predicting a student’s specific achievement score using a statistical formula. The conceptual model, which includes all student variables that have a meaningful relationship with achievement, can be used to help understand the causal dynamics that relate the student variables to achievement. The models were selected by examining the relationship between achievement and student variables in three situations: each student variable was considered 1) individually, 2) in a model containing all other student variables, and 3) in models with a small number of student variables. Student variables that showed negligible or unusual relationships with achievement or achievement controlled for ability were not included in the models. Models were tested for applicability for students in different gender, ethnic, and ability groups.

The variables in the two models are listed below. The conceptual model includes 22 student variables classified under 6 broad categories and the predictive model includes 10 student variables, identified with an asterisk (*).

Students can be expected to have higher achievement when they exhibit the following traits:

• taking music lessons
• playing or singing in a musical group (moderate amount of time)*
• doing religious activities (moderate amount of time)*
• working on a school job*
• exercising other than sports
• reading for pleasure

• working on a non-school job*
• playing intramural sports*
• playing varsity sports*
• listening to music for fun
• playing on the computer
• talking with friends on the phone or computer*

• being diligent in homework*

• friends are interested in spiritual things
• friends are spiritual
• friends are interested in getting good grades

• Intend to be an active Christian as an adult*
• think spiritual things are important
• I am spiritual

• get optimal sleep*
• have good health
• have a good diet

Two student models, a statistical predictive model and a non-statistical conceptual model, were developed to predict achievement and achievement controlled for ability for non-dormitory students in grades 9 and 11 using student variables from the CognitiveGenesis student survey. The predictive model includes a limited number of student variables to use in predicting a student’s specific achievement score using a statistical formula. The conceptual model, which includes all student variables that have a meaningful relationship with achievement, can be used to help understand the causal dynamics that relate the student variables to achievement. The models were selected by examining the relationship between achievement and student variables in three situations: each student variable was considered 1) individually, 2) in a model containing all other student variables, and 3) in models with a small number of student variables. Student variables that showed negligible or unusual relationships with achievement or achievement controlled for ability were not included in the models. Models were tested for applicability for students in different gender, ethnic, and ability groups.

The variables in the two models are listed below. The conceptual model includes 28 student variables classified under 7 broad categories and the predictive model includes 11 student variables, identified with an asterisk (*).

Students can be expected to have higher achievement when they exhibit the following traits:

• reading for pleasure*
• taking music lessons*
• playing or singing in a musical group
• non-school service projects*
• doing family chores (moderate amount of time)*
• doing religious activities (moderate amount of time)*
• exercise other than sports (moderate amount of time)

• excessive work on a school job
• working on a non-school job*
• playing intramural sports*
• playing varsity sports
• listening to music for fun
• watching TV*
• playing on the computer
• talking with friends on the phone or computer*

• being diligent in homework*

• interact with their parents each day
• talk frequently with their parents*
• talk with their parents about faith

• friends are interested in spiritual things
• friends are spiritual
• friends are interested in getting good grades

• intend to be an active Christian as an adult
• think spiritual things are important
• I am spiritual

• have a good diet
• get adequate sleep
• have good health

Two teacher-general models, a statistical predictive model and a non-statistical conceptual model, were developed to predict achievement growth for students in grades 6-8 using teacher variables from the CognitiveGenesis student survey. The predictive model includes a limited number of teacher variables to use in predicting a student’s achievement growth score (one-year change) using a statistical formula. The conceptual model, which includes all teacher variables that have a meaningful relationship with achievement growth, can be used to help understand the causal dynamics that relate the teacher variables to achievement growth. The models were selected by examining the relationship between achievement growth and teacher variables in three situations: each teacher variable was considered 1) individually, 2) in a model containing all other teacher variables, and 3) in models with a small number of teacher variables. Teacher variables that showed negligible or unusual relationships with achievement growth were not included in the models. The models were tested for applicability for students in schools of different sizes.

The variables in the two models are listed below. The conceptual model includes 9 teacher variables classified under 5 broad categories and the predictive model includes 4 teacher variables, identified with an asterisk (*).

Students can be expected to have higher growth in achievement when their teachers exhibit the following traits:

• Cooperative learning*
• Individualized student learning
• Simulation

• Planning for professional development*

• Extra help with school work*
• Tutoring

• Conference educational administrators
• Other educators*

• Talk with students about matters of faith