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1.
In 1983, Heyneman and Loxley stated that in low income countries, school-level factors could account for a greater proportion of variance in student achievement as compared to student-level characteristics. The phenomenon has come to be known as the “HL effect” and signaled the important role of schools in developing countries. This study investigated the presence of the HL effect using a longitudinal sample of 1790 11.5-year-old students from 60 schools in a developing country, the Philippines. The main variables of interest were related to socioeconomic status and proxy measures of school quality. The correlates of achievement were explored using two-level multilevel modeling, while controlling for students’ prior ability. While findings did not support the presence of the HL effect in the sample, with schools accounting for only 3–5% of overall conditional variance, schools were found to be important in the production of higher achievement scores.  相似文献   

2.
The results indicate that in Flanders secondary schools of different denomination and of different school type (based on their curriculum offerings) differ with respect to several characteristics. With respect to the educational framework, learning environment and learning climate differences between schools are small and differences are more situated within schools. Multilevel analysis reveals that almost 19% of the variance in mathematics achievement is at school level. The effect of denomination is small and disappears when student background (which is related to school practice) is taken into account. The effect of school type remains important when controlled for student background and denomination. Group composition, the social and learning climate, and the opportunity to learn seem to matter and explain almost 90% of the school effect. They also explain more than four fifths of the effect of school type (and denomination together) which accounts for 65% of the school level variance.  相似文献   

3.
Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly associated with better school reading performance in 53 of the 65 Programme for International Student Assessment (PISA) 2009 participant countries. The classroom disciplinary climate of schools can explain 11% of the between-school differences in reading achievement over countries. Controlling for economic, social, and cultural variables and student gender-related variables at student and school levels, the between-country differences in the effect of classroom disciplinary climate of schools shrank by three quarters. These findings can inform countries that face educational inequality issues (e.g., Argentina) and gender gap issues (e.g., Trinidad and Tobago), suggesting the possibility of tackling these issues via intervening on classroom disciplinary climate of schools.  相似文献   

4.
The purpose of this research project is to investigate if characteristics of school boards and their administrative control do explain variance among schools in pupil achievement in the cognitive domain. A combination of findings of research on school effectiveness and organizational effectiveness, gives the ground for the framework of school boards’ administrative control used in this study. A random sample of 133 school boards and one specific primary school, selected out of the total number of schools they oversee, was drawn. The findings show that characteristics of school boards do explain variance in cognitive achievement. Even after controlling for student background and school characteristics, school boards do make a difference. School boards that involve school team and parents (committee) in their decision‐making process manage schools with relatively better results in the cognitive domain.  相似文献   

5.
This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important.  相似文献   

6.
In many industrialized societies it is suggested that school quality has less than the anticipated impact on student achievement once the influence of the family has been considered. Since schools are more easily amenable to government intervention, the ambiguous showing of schools has not augered well for a public philosophy which portrays schools as agents of social change.This report re-examines the relationships among home, school and achievement performance in the Egyptian context by assaying the relative impact of families and schools on student test performance. This re-examination is undertaken, in part, because in LDCs one of the strongest associations with level of per capita income is the proportion of school age population enrolled in primary classes. This link between primary school attendence and national development places importance on the need to improve the quality of numeracy/literacy skills in order to further increase the efficiency of the Egyptian economy.Similar to findings in other third world primary school systems, the impact of school quality on achievement performance explains more variance than does the influence of the home. Apparently, Egyptian primary schools do provide a learning milieu independent of home resources which affects pupil test performance on basic literacy skills.Given the impact of separate home and school inputs to achievement performance mentioned above, the last question raised in the paper asks whether school quality in Egypt affects the learning of socially disadvantaged children more than others. This can be checked by examining the interactive term between home and school when a regression is performed on student achievement. Findings reveal that indeed the incremental effects of school quality on the poor are greater than those found for children of advantaged backgrounds. Apparently, Egypt's longstanding egalitarian ideology espousing educational opportunity has paid some dividents to those children of the poor who have remained in school.  相似文献   

7.
This paper explores parental involvement using principal and parent survey reports to examine whether parents’ involvement in their children’s schools predicts academic achievement. Survey data from principals and parents of seven countries from the PISA 2012 database and hierarchical linear modelling were used to analyse between- and within- school variance in students’ math achievement. Factor analysis of both principal and parent responses revealed three dimensions of parental involvement with schools: parent-initiated involvement, teacher-initiated involvement and parent volunteerism. Principal reports of parent-initiated involvement positively predicted between-school differences in student achievement. Within schools, parent reports of teacher-initiated involvement negatively predicted student achievement. The paper shows the importance of understanding the source of information for survey measures. Information on parental involvement from the parent surveys of the PISA study is suitable for describing within-school variation in student achievement, whereas principal reports can be used to predict variation between schools.  相似文献   

8.
This paper reports on a multi‐method study that examined the effects of including higher and lower proportions of students designated as having special educational needs on student achievement in secondary schools. It explores some of the issues involved in conducting such research and considers the extent to which newly available national data in England can be helpful in answering questions about inclusion and achievement. Questions pertaining to the effects of provision on achievement are discussed within a school reform agenda that emphasizes high academic standards, competition between schools and the identification of pupils with special educational needs.  相似文献   

9.
This study examines the relationship between educational resources (fiscal, personnel and facilities) and school achievement within a large urban/suburban elementary school district. A sequential mixed methods approach reveals inequitable resource allocation trends and patterns between schools within a school district by producing different student outcomes. The educational resources positively correlated to higher school achievement are: higher teacher salaries, newer schools, more multi-purpose space per pupil and less portable classrooms. Without question, White students receive more of these resources than Latino students, low-income students and English Language learners. This study also conducts a multiple comparative case study analysis comparing between Title I and non-Title I schools, within Title I schools and within non-Title I schools. The study contains policy and practice implications to improve opportunity and school achievement in urban/suburban school districts.  相似文献   

10.
The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was Bronfenbrenner’s bioecological theory (Bronfenbrenner and Morris 1998). The data sets contained 4,856 students from 146 public and private middle schools. The results indicated that at the student level, different aspects of student SES (i.e., number of books, the possession of computers, paternal, and maternal educational achievements) were positively related to Japanese student math achievement. At the school level, two aspects of school SES (i.e., less populated schools and economically disadvantaged schools) were negatively related to Japanese student math achievement. None of the cross-level interactions were significant, but the random effect for the computer slope was significant. Although this study found both student and school SES effects on student achievement, the proportional reduction of prediction error explained by both student and school SES were was small, meaning the residual variances at student and school levels did not capture the majority of variance explained by math achievement. The implications of theoretical framework and educational policy are discussed.  相似文献   

11.
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio‐economic status and prior achievement. The phenomena of differential school effects for socio‐economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling.  相似文献   

12.
In this article school characteristics linked with educational effectiveness in 14 sub-Saharan African countries are identified. Effectiveness has been defined in terms of students' literacy achievement at the end of Grade 6, after taking their social and academic backgrounds into account. The data used are from the second major educational policy research study conducted by the 14 countries that constitute the Southern African Consortium for Monitoring Educational Quality study (SACMEQ). This study, known as the SACMEQ II Project, collected questionnaire and test survey data from around 42,000 students in 2,300 schools in the 14 countries. Information about schools was obtained from questionnaires administered to teachers and principals. The multilevel methods (HLM) we used are appropriate for such analyses and the SACMEQ II nested data design. Schools are differentiated in terms of their social compositions, contexts, and resources (physical and human). Though student achievement is strongly associated with students' social and academic background in all SACMEQ countries, school effects vary across countries. Evident is a pattern of higher achievement in urban schools, with more resources and higher-quality teachers; achievement is typically lower in large schools and those that offer education in “shifts.” Policy implications are emphasized.  相似文献   

13.
This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positively affects school outcomes and that its effect is mediated by school practice characteristics like the amount of cooperation between teachers, which affects school climate and outcomes. School leadership did not affect the school practice much, perhaps because of a lack of a strong educational leadership in most of the Flemish secondary schools. However, the student composition of schools seemed to be very important for school practice, as well as for school outcomes. Nevertheless, the study revealed that schools can affect the outcomes of their students independently of their student composition and context by means of school practice.  相似文献   

14.
The study presented here is an elaboration on recent educational effectiveness research focusing on long-term school effects. Central in this study is the approach to teaching at secondary schools and its relation to student perception of the fit between school and university and 1st-year academic achievement. Based on previous research, a coding scheme is developed to classify pre-university schools based on the approach to teaching in the upper 3 years. Schools are scored according to this coding scheme and grouped with hierarchical cluster analysis, resulting in 3 groups: 1 characterized by a strong teacher-regulation approach, 1 with a shared regulation approach to learning, and 1 intermediate group. Multiple analysis of covariance shows differences between school clusters regarding student 1st-year achievement in soft science programmes.  相似文献   

15.
The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation that are susceptible to school influences (e.g. mathematics and science). The present study systematically examines this position using data involving 96,591 15‐year‐old students from 3602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three‐level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised: home educational resources; parental educational attainment and occupational status; parental expectations of their children's educational attainment, future career in mathematics and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privileges student mathematics achievement in schools.  相似文献   

16.
This chapter provides an overview of three major reform proposals offered recently as strategies for the renewal and improvement of educational practice in the United States. Proposals selected for analysis include site-based management, greater freedom of choice for parents selecting schools for their children, and the adoption of accountability standards tied to the demonstration of effectiveness through reviewing student performance on mandated student achievement tests. It has been assumed that schools will improve if these measures are adopted. The chapter looks at these concepts and questions the impact that the wholesale acceptance of such practice will have on the role and function of school principals  相似文献   

17.
To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.  相似文献   

18.
This article presents a model for research on the effects of school organizational heath factors on primary school academic achievement in Trinidad and Tobago. The model can be applicable for evaluating schools in other developing countries. As proposed, the model hypothesizes relationships between external factors (exogenous variables), school-level factors (endogenous variables), and school outcomes (student achievement and positive school climate). The endogenous variables are sub-scales of school organizational health. They include principal leadership, psycho-social environment, school–home–community relationships, teacher characteristics, curriculum quality, and school culture. These subscales are partially influenced by the Organizational Health Inventory OHI (Hoy and Feldman, 1987) and by school health indices set forth by the World Health Organization (1996). It is hoped that this school organizational health model can provide a conceptual tool for formulating a more comprehensive measure of healthy schools.  相似文献   

19.
This chapter reports the results of an investigation into the stability across both years and subjects of school effects in Dutch secondary education. What distinguishes the present study from previous ones dealing with the stability of school effects is the fact that two types of instability have been investigated simultaneously. Not only the instability across years and subjects has been established, but also their interaction. This interaction effect should be interpreted as follows: a school may produce outstanding results with respect to a certain subject one year, while the next year the same school may reveal rather poor results for the same subject. The following specific research questions were addressed:(1) What percentage of the total variance in student achievement per subject can be attributed to differences between schools and to what extent are these effects stable across years? (2) To what extent are school effects stable across subjects? (3) To what extent does the instability across years interact with the instability across subjects?The school effects per subject were found to be fairly stable across years, but schools appeared to produce remarkably divergent results across subjects. A substantial interaction effect of instability across years and subjects was detected as well. The findings largely corroborate the conclusions of recent studies stressing the important role of departments in secondary schools. The general differences between schools with respect to student achievement turned out to be very modest, making up no more than 4% of the total variance in student achievement.  相似文献   

20.
The teaching and learning of mathematics in schools has drawn tremendous attention since the education reform in Taiwan. In addition to assessing cognitive abilities, Taiwan Assessment of Student Achievement in Mathematics (TASA-MAT) collects background information to help depict average student achievement in schools in an educational context. The purpose of this study was to investigate the relationships between student achievement in mathematics and student background characteristics. The data for this study was derived from the sample for the 2005 TASA-MAT Sixth-Grade Main Survey in Taiwan. The average age of the sixth-grade students in Taiwan is 11 years old, as was the sample for the 2005 TASA-MAT. Student socioeconomic status (SES) and student learning-goal orientation were specified as predictor variables of student performance in mathematics. The results indicate that the better performance in mathematics tended to be associated with a higher SES and stronger mastery goal orientation. The SES factor accounted for 4.98% of the variance, and student learning-goal orientation accounted for an additional 10.61% of the variance. The major implication obtained from this study was that goal orientation was much more significant than SES in predicting student performance in mathematics. In addition, the Rasch model treatment of the ordinal response-category data is a novel approach to scoring the goal-orientation items, with the corresponding results in this study being satisfactory.  相似文献   

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