The purpose of this study was to investigate whether there are significant differences between effective and ineffective urban schools based on (a) students' classroom behavior and (b) students' motivation and perceptions of their classroom learning environment. Students from four effective and four ineffective urban elementary schools that served predominantly African American students were systematically observed during the school year and completed three surveys about 6 weeks before the end of the school year. Students from effective schools were observed significantly more (a) working in an individualized setting, (b) interacting with their teacher, and (c) working on written assignments. Students from effective schools also reported significantly higher achievement motivation, academic self-concept, task orientation, rule clarity, and student aspiration scores than students from the ineffective schools.
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