Technical Brief on the Statistical Model
4. Predictors of Student Achievement

Studies² show that family background characteristics are closely related to student achievement. Schools with less economically privileged students, for example, almost always have lower achievement scores. This trend is also evident in Rhode Island. When Rhode Island ranks their state test results, the results closely mirror the socioeconomic status (SES) of the district. Thus, high-income districts have higher number of students meeting or exceeding the standards than low-income districts. Changes in many other characteristics (variables) have also been shown by research studies to correlate closely to student achievement. These variables include:

1. Prior achievement or aptitude 

2. Participation in free or reduced lunch programs

3. Minority status

4. Educational level of the mother

5. Father’s occupation

6. Family income

7. Number of siblings

8. Students receiving special services (e.g., special education, bilingual or ESL education).

Additionally, other macro-economic variables such as school settings (urban, rural, suburban), per pupil expenditure, policies and practices within schools or school districts, and community characteristics (for example, job market, tax support, etc.) also seem to affect student achievement³.