Examines the relationship between student-perceived levels of personalization, students' opinions about advisory period, and academic outcomes using surveys with over 10,000 high school students conducted over a three-year period. Findings indicate that positive perceptions of personalization were predictive of better academic outcomes.
Can School Structures Improve Teacher-Student Relationships? The Relationship Between Advisory Programs, Personalization and Students' Academic Achievement
Arizona State University
Education Policy Analysis Archives