Student Level FactorsChapters 12-13

What Works In Schools: Translating Research Into

ActionBy: Robert J. Marzano

Christie L. EsparzaCarmen Ortega

Marzano Identified 3 Student Level Factors

1.Home Environment

2.Learned Intelligence and Background Knowledge

3. Motivation

Figure 12.1Comparing Student-level Factors Across Researchers

(Marzano, 2003, p.124)

Student Level

Factors

Bloom (1976)

Walberg(1980)

Fraser et al. (1987)

Marzano (2000a)

Home Environmen

t

Home Environmen

t

Home Environmen

t

Learned intelligence

or Background Knowledge

Cognitive Characteris

tics

Ability or Prior

achievement or

Development

Ability AptitudePrior

Knowledge

Motivation AffectiveCharacteris

tics

Motivation or self

concept

Motivation Interest

Chapter 13 – Home Environment

Socioeconomic Status (SES) has often been used as a predictor of student achievement. Karl White (1982) saw that the Coleman Report confirmed “that a strong relationship exists between all kinds of achievement variables and what has come to be known as socioeconomic status (SES)” (p. 46)In spite of this report and others, the findings have also been known to vary according to how socioeconomic status is defined.

Four Elements Associated with SES

1. Income of Adults2. Education of Adults3. Occupation of Adults4. Home Atmosphere

Figure 13.1 on p. 127 shows that home atmosphere has the strongest relationship.

Home Atmoshpere

Xitao Fan and Michael Chan (2001) found three basic elements that compose the home environment.

1. Communication about School.

2. Supervision 3. Parental Expectations and Parenting Styles

Communication About School

Findings by Fan and Chan included this often mentioned interactions

Frequent discussions about school work

Encouragement regarding school work

Providing resources to complete school work

(Marzano, 2003, p. 128)

Supervision Defined as “the extent to which

parents monitor and control their children’s behavior to optimize academic achievement.” (Marzano, 2003, p. 128)

Fan and Chen (2001) found this to be the lowest correlation concerning achievement.

* close supervision maybe due to

low achievement.

Parental Expectations and Parenting Styles

Fan and Chen (2001) found this to have the largest correlation to achievement.

They concluded that “high expectations communicated to students are associated with enhanced achievement.” as cited in (Marzano, 2003, p.129)

Best parenting style is Authoritative because it allows the child to have input.

Action Steps

Since there is can not physically enter a home and impose what techniques should be used when it comes to parenting, it can however “provide information and training on establishing a home environment conducive to academic success” (Marzano, 2003, p. 131).

Suggestions

On page 131 – there is a bulleted list of suggested mini lessons that can be provided for parents.

Does your campus provide anyone of the mentioned lessons for your community?

Questions to Consider What are the most important

Student Level Factors on your campus?

Does your campus provide training for parents? If so how effective to believe it is in improving student achievement?

As an administrator how would you implement teacher parent communications?

Why is it important to provide training and support for parents?

Parental Involvement Video

http://vodpod.com/watch/696021-the-how-tos-of-parent-involvement?pod=lornacos

References

Marzano, R. J. (2003). What works in schools: Translating research into action. Association for Supervision and Curriculum and Development. Alexandria VA.