Achievement and at-Risk Middle School Students’ Perspectives of Academic Support

Schools are implementing approaches such as character education, to improve school climate and student time-on-task and, consequently, achievement. In keeping with the Character Education Partnership (2003) principles, this research examined how at-risk middle school students’ (n = 7,813) perspectives of academic support influenced their academic achievement. The results revealed that the more parent and peer support a student received, the higher the general achievement score; however, the more counselor support received the lower the general achievement score. Teacher support was only statistically significant for the lowest risk group. While the parent (Berkowitz, 1998; Berkowitz & Bier, 2006) and peer (Horn & Chen, 1998; Westfall & Pisapia, 1994) findings are consistent with previous research, the teacher and counselor finding are somewhat surprising with a 25-year history noting the importance of support in schools; thus, further investigation is warranted.