Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: a multilevel analysis

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Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: a multilevel analysis
Citation	Battistich V, Solomon D, Kim D, Watson M, Schaps E. Am. Educ. Res. J. 1995; 32(3): 627-658.
Copyright	(Copyright © 1995, American Educational Research Association, Publisher SAGE Publishing)
DOI	10.3102/00028312032003627
PMID	unavailable
Abstract	Hierarchical linear modeling was used to examine relationships between students' sense of school community, poverty level, and student attitudes, motives, beliefs, and behavior among a diverse sample of 24 elementary schools. Major findings were that: (a) within schools, individual students' sense of school community was significantly associated with almost all of the student outcome measures, (b) Between schools, school-level community and poverty were both significantly related to many of the student outcomes (the former positively, the latter negatively), (c) Most of the relationships between school community and student measures held for schools at different poverty levels, (d) Several significant interactions between school community and poverty level indicated that some of the strongest positive effects of school community occurred among schools with the most disadvantaged student populations.