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School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination
(NCJ 252498) November 2018
Article, 17 page(s)
Tim Konold, Dewey Cornell, Yuane Jia, Marisa Malone
This study tested the authoritative school climate theory that schools characterized by high structure and student support have greater levels of student engagement and that these factors are associated with higher academic achievement, as indicated by school graduation rates and school performance on state-mandated testing.
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