Impact of peer networks on achievement of high school algebra students

Adolescent peer-group structures in low- and regular-track algebra classrooms in 2 schools in the mid-south region of the United States were examined. The authors studied clique group affiliations defined by 230 students and their teachers regarding academic achievement and identified 5 categorizations for peripheral students with no specific clique group affiliation, Results suggested that clique group affiliation was a potential predictor of academic achievement in both low- and regular-track classes. Participants affiliated with clique groups also experienced less achievement variance within their group when compared with the achievement of those students who remained unaffiliated with any group. Implications from earlier studies exploring motivational attributes of clique group affiliation and future research are discussed.