Academic optimism and student achievement in urban elementary schools

Abstract

Purpose

The aim of this study was two‐fold: to demonstrate a general construct of schools called academic optimism and to show it was related to student achievement in urban elementary schools, even controlling for socioeconomic factors, and school size.

Design/methodology/approach

Data were collected from 99 urban elementary schools in Texas and multiple regression and factor analyses were used to test a series of hypotheses guiding the inquiry.

Findings

The major hypotheses of the study were supported; academic optimism was a second‐order construct comprised of collective efficacy, faculty trust, and academic optimism. Moreover, academic optimism is a school characteristic that predicts student achievement even controlling for socioeconomic status.

Practical implications

The results support Bandura's social cognitive theory, Coleman's social capital theory, Hoy and Tarter's work on organizational climate, and demonstrate the existence of a cultural property of schools called academic optimism. Further, the findings have practical implications for developing strategies to improve the academic performance of urban schools.

Originality/value

The findings demonstrate the existence of a new collective construct, academic optimism, which has the potential to help improve the effectiveness of schools.

Citation

Smith, P.A. and Hoy, W.K. (2007), "Academic optimism and student achievement in urban elementary schools", Journal of Educational Administration, Vol. 45 No. 5, pp. 556-568. https://doi.org/10.1108/09578230710778196