The Correlation of Classroom Academic Status and Social Status of Students in the Elementary School

Abstract

The purpose of this study was to ascertain whether elementary school students' classroom academic status was significantly correlated to their classroom social status. This relationship was assessed at each grade level, one through six. An additional three classrooms from an achievement pro-gram within the building (MAP) at the fourth, fifth, and sixth grade levels were evaluated. There was a total of 201 subjects. The sociometry of each classroom was determined by a peer nomination technique. Academic status was determined by teacher rating. These two variables were correlated using a Pearson Product-Moment Correlation program. A Chi-Square Test of Independence was also performed within the MAP sample. The results indicated a statistically significant correlation at the first and third grade levels. There were no significant correlations in the intermediate grade levels. Implications for further research and classroom practice were discussed.