Finding success in school

The data show that past achievement of the student is the most important indicator of current achievement. [...] At the same time, the social, economic and demographic changes in Canadian society have placed pressure on the primary and secondary schools to respond to the diversity of student demands. [...] School policies, attitudes of teachers and the organizational structure of schools are all important factors (Cambell, et al, 1999; Anisef and Kilbride, 2003) in student scholastic achievement and yet few studies have tried to assess the independent and interactive role of human capital, school organization, and familial and community support. [...] However, given the nature of the issue under discussion and the complexity of the process, we suggest there is an interaction effect between social class of minority youth and the social capital developed within the community and family. [...] Models On the basis of prior research, it is clear that educators and researchers must take into account the family background of students, the social capital and networks available to them, and the social and cultural context of the educational setting if they are to fully understand scholastic achievement.