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Since the Coleman Report (1966), educational researchers have tried to identify school properties that make a difference in student achievement and overcome the negative influence of low socioeconomic status. We theorized that academic optimism was a latent construct that enhanced student achievement and that enabling school structure provided a mechanism to achieve academic optimism. Forty suburban and rural elementary schools in Ohio provided the sample for this study. Data were collected from the faculty in each school and the hypotheses and model were tested and supported using correlation, regression, and factor analyses.
McGuigan et al. (Mon,) studied this question.