School Determinants of Achievement in Writing

Implications for School Management in Minority Settings

Authors

  • Yamina Bouchamma Université Laval, Québec, Québec
  • Claire Lapointe Université Laval, Québec, Québec
  • Jean-François Richard Université de Moncton, Moncton, New Brunswick

DOI:

https://doi.org/10.3138/cjpe.0022.008

Abstract

This study identified school factors that determined writing achievement for 13- and 16-year-old Francophone students in minority (Manitoba, Ontario, New Brunswick, and Nova Scotia) and majority settings (Quebec) (N = 5700). Factor analysis retained three factors subjected to binary logistic regression with students’ academic performance: Human and Material Resources and School-Community-Family Relations; Principal’s Vision and Beliefs; and Rules and Procedures. Logistic regression found two major determinants in writing achievement: Human and Material Resources and School-Community-Family Relations, and Principal’s Vision and Beliefs. In minority settings, the t-test showed significant deficits affecting the school’s ability to provide teaching programs in terms of Human and Material Resources and School-Community-Family Relations. The influence of both principals and teaching staff (individually) on general activities, school programs, and staff morale was weaker in the minority than in the majority contexts, in contrast to community support, school spirit, and students’ and teachers’ level of pride, which were stronger in minority settings.

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Published

2008-01-21

How to Cite

Bouchamma, Y., Lapointe, C., & Richard, J.-F. (2008). School Determinants of Achievement in Writing: Implications for School Management in Minority Settings. Canadian Journal of Program Evaluation, 22(3), 121–150. https://doi.org/10.3138/cjpe.0022.008

Issue

Vol. 22 No. 3 (2008): Special Issue

Section

Articles

License

Copyright (c) 2008 Yamina Bouchamma, Claire Lapointe, Jean-François Richard

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