EMPIRICAL RESEARCH Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students

quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic stu-dent populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported grades. Similarities and differences in achievement, engagement, and quality of experience among white, black, Latino, and Asian students were examined. The most marked differences found were between black and white students. Consistent with several previous studies, an engagement–achievement paradox was found in which black students reported higher engagement, intrinsic motivation, and affect in classrooms, but lower GPA relative to white students. A similar engagement– achievement paradox was found for students from low SES communities compared to those from high SES commu-nities. Analyses also revealed racial and ethnic differences in the relationship of engagement with on-task behavior and contextual factors. Being on-task when in classrooms had a more positive effect on the engagement of black students relative to white students. The contextual effect of being in school versus home or in public on engagement was also more positive for black students than white stu-dents. Contextual factors and measurement issues are emphasized in the interpretation of findings and sugges-tions for future research