Student Level Factors

Chapters 12-13
What Works In Schools:
Translating Research Into
Action
By: Robert J. Marzano

Christie L. Esparza
Carmen Ortega
 Marzano Identified 3 Student
Level Factors
1. Home Environment

2.Learned Intelligence and

Background Knowledge

3. Motivation
 Figure 12.1
Comparing Student-level Factors Across Researchers
(Marzano, 2003, p.124)

Student Level Bloom (1976) Walberg Fraser et al. Marzano

Factors (1980) (1987) (2000a)

Home Home Home

Environment Environment Environment

Learned Cognitive Ability or Ability Aptitude

intelligence Characteristic Prior Prior
or s achievement Knowledge
Background or
Knowledge Development
Motivation Affective Motivation or Motivation Interest
Characteristic self concept
s
 Chapter 13 – Home Environment

 Socioeconomic Status (SES) has often been used as a

predictor of student achievement.
 Karl White (1982) saw that the Coleman Report confirmed
“that a strong relationship exists between all kinds of
achievement variables and what has come to be known as
socioeconomic status (SES)” (p. 46)
In spite of this report and others, the findings have also been
known to vary according to how socioeconomic status is
defined.
 Four Elements
Associated with SES
1. Income of Adults
2. Education of Adults
3. Occupation of Adults
4. Home Atmosphere

Figure 13.1 on p. 127 shows that home

atmosphere has the strongest
relationship.
 Home Atmoshpere

 Xitao Fan and Michael Chan (2001)

found three basic elements that
compose the home environment.
1. Communication about School.
2. Supervision
3. Parental Expectations and
Parenting Styles
Communication About School

Findings by Fan and Chan included this

often mentioned interactions
 Frequent discussions about school work
 Encouragement regarding school work
 Providing resources to complete school
work
(Marzano, 2003, p. 128)
 Supervision
Defined as “the extent to which parents
monitor and control their children’s
behavior to optimize academic
achievement.” (Marzano, 2003, p. 128)

 Fan and Chen (2001) found this to be

the lowest correlation concerning
achievement.
* close supervision maybe due to
low achievement.
Parental Expectations and
Parenting Styles
 Fan and Chen (2001) found this to have
the largest correlation to achievement.
 They concluded that “high expectations
communicated to students are
associated with enhanced
achievement.” as cited in (Marzano,
2003, p.129)
 Best parenting style is Authoritative
because it allows the child to have
input.
 Action Steps

 Since there is can not physically enter a

home and impose what techniques
should be used when it comes to
parenting, it can however “provide
information and training on establishing
a home environment conducive to
academic success” (Marzano, 2003, p.
131).
 Suggestions

 On page 131 – there is a bulleted list

of suggested mini lessons that can be
provided for parents.
 Does your campus provide anyone of
the mentioned lessons for your
community?
 Questions to Consider
 What are the most important Student
Level Factors on your campus?
 Does your campus provide training for
parents? If so how effective to believe it
is in improving student achievement?
 As an administrator how would you
implement teacher parent
communications?
 Why is it important to provide training
and support for parents?
 Parental Involvement
Video
 http://vodpod.com/watch/696021-the-
how-tos-of-parent-
involvement?pod=lornacos
 References

Marzano, R. J. (2003). What works in schools:

Translating research into action. Association
for Supervision and Curriculum and
Development. Alexandria VA.