Academic Success and Classroom Behavior in Secondary Schools

Abstract

Described herein is the classroom functioning of 602 students attending eight different urban ghetto schools. Measurement of overt classroom behavior and its relation to achievement success or failure is presented and analyzed. A broad range of behaviors are assessed including levels of reasoning ability, verbal productivity, original and independent thinking, anxiety, rapport, obstreperousness, negativism, withdrawal, and expression of inability to cope with achievement demands. Norms for urban students are presented. No differences were found when the urban sample was compared with a surburban middle class sample for levels of reasoning ability, originality, or independence of thought. Students achieving poorly manifested failure with a variety of identifiable behavior patterns. It was concluded that this information is of value to teachers and mental health workers who wish to communicate about and effectively program for students with achievement difficulties at the high school level.