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1.
A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short‐term effects of the primary school and class on achievement levels at the end of primary education were found. Multilevel models with a cross‐classified structure were constructed to estimate the long‐term effects. Differences between secondary schools and classes turned out to be much more important for achievement in secondary education than the long‐term effects of primary schools and classes, which were small and died out fast.  相似文献   

2.
This paper reviews educational effectiveness theory, concentrating on the time stability of the teacher and school effect. The contribution of longitudinal studies investigating the long‐term effect of schools and teachers to modelling educational effectiveness is discussed. Findings of a longitudinal study on the progress of students (N=1681) in mathematics during their first four years at the primary school are presented. Results of this study reveal that traditional approaches of measuring educational effectiveness tend to overestimate the short‐term effects of teachers and student background factors and underestimate the long‐term effects of teachers and schools. Implications of findings for the theory of educational effectiveness and especially for the concepts of teacher and school effects and their stability are drawn. Finally, suggestions for establishing evaluation mechanisms to improve practice are provided.  相似文献   

3.
This paper presents a model for the explanation of examination (GCSE) performance at the age of 16 years in terms of both secondary and junior school attended together with prior achievement measures and certain background factors. Using a cohort of 758 students in 48 junior schools and 116 secondary schools it compares the variation in performance due to secondary schools with that due to junior schools in a multilevel cross‐classified analysis. It shows that the variation among junior schools is substantially larger than that among secondary schools. It also demonstrates that those junior schools with high average achievement scores for the students when they leave junior school also tend to have high average scores for their students at the age of 16. The implications of these findings, if replicated, are profound. They imply that current attempts to measure the ‘effectiveness’ of secondary schools using achievement measured at the start of secondary schooling may be fruitless and they point to the need for school effectiveness research to become involved in very long term studies of schooling, rather than being restricted to a single phase.

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4.
The major aim of educational effectiveness research is to examine and explain school, class, and teacher differences with respect to relevant educational criteria. Until now, in the large majority of studies, language and mathematics scores were used as a criterion. In the present study, the educational track students choose at the start of secondary education (at the age of 12) and their success in the chosen curriculum are examined in relation to primary school and classes (Grades 1 to 6). Two-level models show that students had higher aims in secondary education if they had attended primary Catholic schools and/or primary schools with high average curriculum advice. The latter schools were also highly effective with respect to achievement, and their students had a high socioeconomic status and background. Multilevel models with a cross-classified structure showed no direct long-term effects of primary schools and classes.  相似文献   

5.
This paper describes student‐level findings of the first large‐scale comprehensive school effectiveness study of the primary education in Serbia. Twenty‐five student‐level variables were examined in a three‐level HLM model using a study sample of almost 5000 students, over 250 classrooms and over 100 schools. Differences between the students were in large part responsible for differences in achievement scores in mathematics and Serbian language. Parental education, Roma minority status, developmental or family problems, gender, student motivation, parental involvement in student work and homework were some of the factors associated with student achievement. Serbian policy‐makers are alerted to possible actions in order to improve mathematics and Serbian language achievement.  相似文献   

6.
Educational effectiveness research has always displayed an interest in long-term effects of schools. However, over the past decades only few studies examined such effects. Moreover, investigating non-cognitive outcomes as an effectiveness indicator has been ignored for a long time in the research field. This study addresses both gaps in the research literature by investigating long-term effects of primary schools on non-cognitive outcomes of students at age 17. Moreover, it is investigated which primary school characteristics play a role in this process. The study uses data of the SiBO project, in which a cohort of 6000 Flemish pupils were intensively followed from kindergarten until Grade 7. In 2014, at the age of 17, 65% of the cohort participated in a follow-up study. Cross-classified multilevel models showed significant, but small long-term effects of primary schools on some of the non-cognitive outcomes. Also, some small long-term effects of primary school characteristics were found.  相似文献   

7.
Although many studies have focused on the importance of school composition for student achievement, there is still no consensus on whether school composition matters to student achievement, and, if so, why. Therefore, the present study investigates the association between school composition and mathematics achievement at the end of second grade in Flanders. International research points to the initial ability level, SES, ethnicity and sex composition of the school as potential variables in explaining differences in student achievement. Moreover, some researchers suggest that schools ‘react’ to their student body and for that reason we investigated the possible association between school composition and school processes. Data from the SiBO Project have been analyzed using multilevel regression and multilevel mediation analysis. The results showed no direct school composition effects with respect to prior achievement, SES, ethnicity and sex on math achievement. We found two small differential effects, indicating that mean school prior achievement seems to positively affect initially high achievers, and the proportion of minority students in school seems to negatively affect students speaking a non‐European language except for Turkish, Arabic or Berber at home. Furthermore, two small indirect effects were found which suggest that schools with a high mean prior achievement or a high mean SES keep in regular contact with their students' parents and this, in turn, appears to enhance students' math achievement. Overall, our results seem to indicate that school composition in the early years of primary education hardly matters.  相似文献   

8.
Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are investigated. Moreover, it is examined which school factors play a role in this process. We specifically investigated whether effective primary schools make a difference in the long term. This study uses data from the longitudinal SiBO project, which followed 6,000 pupils in primary education in Flanders, Belgium, and has follow-up data during secondary education. Two-level models and cross-classified multilevel models show that primary schools have long-term effects on the educational positions of students in secondary education.  相似文献   

9.
The present study examined one aspect of the ‘season of birth’ phenomenon, the variations in educational achievement effected by a child's age‐position within the class. Sex differences in achievement were also examined. An analysis based on a sample of nearly 4,000 high school examination results was conducted. The research analysed the Greek language grade, mathematics grade and the overall ‘high school’ grade, obtained by 17+ year old students who graduated at the end of the 1992/93 and 1993/94 academic years. The presence of an age‐position related effect was found, but in contrast to similar research studies the youngest students, in most instances, outperformed the oldest students. Nevertheless, this finding is consistent with research studies related to the age‐position effect when framed within the context of the Cypriot educational policy of promotion by examination. It was found that the youngest‐born pupils in a year group made up the highest percentage of repeating, i.e. non‐promoted students. However, the findings do suggest a need for a re‐evaluation of the nature of the age‐position effect. It was also found that, in general, female students attained significantly higher grades than their male counterparts.  相似文献   

10.
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   

11.
We estimate the effect on primary school students’ achievement of a Brazilian policy that changed the entry age into first grade from seven to six years old. Before the policy, a typical child spent up to three years in pre-school, and four years in primary school. The reform reorganized the system so that pupils would spend two years in pre-school (at ages 4 and 5) and five years in primary education. The timing of national tests and of the incremental process of implementing the reorganization allowed us to use a DDD approach to make causal estimates of its effect on student achievement. The reform increased 5th grade students’ mathematics scores by 0.10 SDs and reading scores by 0.12 SDs over student gains in untreated schools. These effects are robust across various treated cohorts, and across alternative samples of schools.  相似文献   

12.
Abstract

The author examined advanced mathematics achievement with 1,839 students from 162 schools. The data were obtained from the Third International Mathematics and Science Study Population 3 cohort; the author used hierarchical (multilevel) linear modeling to examine student- and school-level factors. Even within the advanced mathematics cohort, gender and economic disparities existed, but the magnitude of these disparities varied from school to school. Average parent education was observed to be associated with the magnitude of the coefficient for attitude toward mathematics on achievement. The more a student believed that success in mathematics was caused by natural ability, the higher the score on the test. Finally, resources, school size, and average parent education were significantly associated with school mean achievement in advanced mathematics.  相似文献   

13.
ABSTRACT

This study focused on school effectiveness in terms of changes in the distribution of achievement across socio‐economic status (SES) for a cohort of 9700 students as they progressed from grade 1 to grade 3. The achievement/SES link was operationalized as the standardized mean difference in achievement (EFFSIZE) between samples of high and low SES students for 165 schools. EFFSIZE measures in reading and mathematics were analyzed in an hierarchical linear model which allowed an assessment of the impact of 13 school characteristics on initial (grade 1) status and, more importantly, on trends over time. The results indicate that, on the average, low SES students are at an initial disadvantage relative to their high SES peers in both subjects and that the difference widens across the first three grades. True school variance in slopes was found in mathematics but not reading, a result consistent with previous research. The school characteristics, which included six indicators based on the effective schools literature, were found to be ineffective predictors of these growth parameters.  相似文献   

14.
Gender differences in mathematics are well‐documented. This article reports the results of a longitudinal study on the development of mathematics achievement and choice behaviour of both boys and girls between 12 and 15 years of age in higher general secondary education. First of all, it is shown that there are differences in the development of mathematics achievement between schools. There are, however, no gender‐related differences between schools in these development patterns. The main issue is that differences in choice behaviour between boys and girls can only partially be explained by differences in mathematics achievement. It therefore seems worthwhile to assess the role of schools in this process. Results indicate that schools neither differ in gender differences in choice behaviour, nor in their potential to transform initial achievement differences between boys and girls into an inclination to choose mathematics as a final examination subject. In other words: differential school effects in terms of gender‐specific school effects could not be demonstrated.  相似文献   

15.
This study investigates the influence of teacher competence on 3rd‐grade students’ reading achievement in public and independent schools in Sweden. The data come from the Swedish participation in PIRLS 2001 (Progress in Reading Literacy Study 2001) and comprise some 10,000 students. Students in independent schools achieved better on the reading test than did students in public schools, but when parents’ education was controlled for, the effect on students’ achievement of school type disappeared. Teacher certification for teaching in the early grades had a strong effect on students’ mean reading test scores in both school types, while no significant effects of teacher experience, age, gender, in‐service training or cooperation could be established. Though school type had no influence of itself, it was a mediating factor for both parents’ education and teachers’ education. These effects, however, worked in opposite directions.  相似文献   

16.
Several studies have reported significant relationships between children’s season of birth and measures of their academic success (i.e., the ‘season of birth effect’). Whereas most of these studies were cross‐sectional, the current study uses growth curve modelling to analyse longitudinal data on 3,187 children in Flemish primary education. The results indicate season of birth effects on both grade retention and mathematics achievement during the first two years of primary school. Because the Flemish cut‐off date is 31 December, children born in the fourth quarter (October‐November‐December) invariably are among the youngest in their grade age group. Almost 20% of these children were found to have been retained or referred to special education by the end of Grade 2, whereas for children born in the first quarter (January‐February‐March), this was only 6.34%. First quarter‐born children also showed moderately higher mathematics achievement at the start of first grade. During the next two school years, this achievement gap between children born in the first and the fourth quarter narrowed significantly. Finally, differentiated instruction was not found to be related to the decrease of the season of birth effect.  相似文献   

17.
The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students’ mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth‐grade algebra and geometry course placements are academically selective, but considerable between‐school variation exists in students’ odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness.  相似文献   

18.
This contribution aims to examine how different areas of self‐regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14–15, 17–18 and 22–23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self‐regulation, self‐report questionnaires were used. Differences between age‐groups revealed following tendency: there has been a decrease in all fields of self‐regulation from age of 14 (end of primary school) to the age of about 18 years (end of secondary school), and then results slowly improved to the age of about 22 years (students of undergraduate studies). The results obtained are mirroring perceived competence of self‐regulation and differ from the results concerning metacognitive accuracy. Metacognitive self‐regulation persists as an important predictor of school achievement at all developmental levels, and the motivational self‐regulation has significant impact on performance in the first and second age group.  相似文献   

19.
In this study, we examined the development of mathematics achievement in children attending extracurricular activities intensively in comparison with the development in a control group of children attending only the obligatory hours of school instruction. In addition, we investigated the question of possible effects of intensity of attendance and quality of extracurricular activities on achievement in students attending extracurricular activities from the end of Grade 1 to the end of Grade 3. This was a longitudinal study of a sample of N = 295 students in the first years of school at 35 primary schools in the German-speaking part of Switzerland. The results show that attendance in extracurricular activities had a positive effect on the development of students’ achievement. Students who attended extracurricular activities intensively in Grade 1, students who attended high-quality extracurricular activities, and especially those who did both, had greater improvement.  相似文献   

20.
In 2000–2002 an innovative early years curriculum, the Enriched Curriculum (EC), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play‐based with the primary goal of preventing the experience of persistent early failure in children. The EC was not intended to be a literacy and numeracy intervention, yet it did considerably alter pedagogy in these domains, particularly the age at which formal reading and mathematics instruction began. As part of a multi‐method evaluation running from 2000–2008, the research team followed the primary school careers of the first two successive cohorts of EC children, comparing them with year‐ahead controls attending the same 24 schools. Compared to the year‐ahead control group, the findings show that the EC children's reading and mathematics scores fell behind in the first two years but the majority of EC children caught up by the end of their fourth year. Thereafter, the performance of the first EC cohort fell away slightly, while that of the second continued to match that of controls. Overall, the play‐based curriculum had no statistically significant positive effects on reading and mathematics in the medium term. At best, the EC children's scores matched those of controls.  相似文献   

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