Patterns of School Identification in an Urban School District: A Descriptive Case Study

Abstract

The purpose of this study was to identify patterns of school identification across grade levels, and whether certain factors contributed to students' feelings of identification with school in an urban district in the mid-western United States. School identification is examined through the lens of self-determination theory and its sub-theories of cognitive evaluation theory, organismic integration theory, and psychological needs theory. The basic psychological needs of autonomy, competence and relatedness established the framework for a closer examination of school identification. The study focused on the school identification levels of fifth, seventh, ninth and eleventh grade student in Saxon Public Schools, with a particular emphasis on the freshmen year. The research on school identification in this district centered on improving student success in school by examining the school and individual factors which might have an effect on their levels of school identification. The study provides policy suggestions the district might use for improving the educational experiences of its students, especially students in the freshmen year of high school. By increasing students' levels of school identification, the district can increase student engagement, support academic success, and decrease the percentage of students dropping out.