Exploring the relationship between learning environments and academic achievement among young students

School learning environments, play important roles in students' lives. But when do these relationships form? Previous research on middle school students has identified a strong association between student socio-demographics, school characteristics, and achievement. Yet, few studies have investigated the origins of these associations. This study investigated whether associations exist in a large sample of much younger 4th and 5th grade students, typically ages 9 through 11, from a Midwest urban school district. Results show socio-demographic differences in perception, in particular race, sex, and economic status, are less pronounced at earlier ages; indicating socio-demographic associations tend to emerge in middle and high school. Special education is a notable exception. Younger students' perceptions of the learning environment are associated with achievement at this age shedding light on the origin of the links between socio-demographics and perceptions of learning environments.

Automated summary

The study explores the formation of relationships between school learning environments and students' lives, focusing on the influence of socio-demographic factors. The results suggest that socio-demographic differences have less impact on younger students' perceptions of the learning environment, and these associations tend to emerge during middle and high school. However, special education remains an exception, with younger students' perceptions of the learning environment being associated with their achievements at this age.