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1.
Few studies have examined the correlates of within-school socioeconomic gaps in academic achievement corresponding to subject areas across schools. This study addressed this limitation with data from the New Brunswick School Climate Study (N = 6,883 students from 148 schools) which contained measures on academic achievement in four subject areas (mathematics, science, reading, and writing) as well as student and school background characteristics. Results of multivariate, multilevel analyses showed that within-school socioeconomic gaps were similar between reading and writing as well as between mathematics and science. Furthermore, the interrelationships of within-school socioeconomic gaps in academic achievement corresponding to the four subject areas across schools were not much influenced by student background characteristics (gender, Native status, number of parents, and number of siblings) and characteristics of school context and climate (school size, school mean SES, disciplinary climate, academic expectation, and parental involvement).  相似文献   

2.
Since the publication of the Coleman report in 1966, research on the role of schools in influencing student achievement relative to the role of family background has generated considerable interest and controversy. A large volume of international and comparative research has also been devoted to studying school effects on student achievement. Relatively few studies have examined international differences in the importance of schools in bridging achievement gaps based on socioeconomic status (SES). Using PISA 2012 data, this study examines the role of schools in bridging within-school SES gaps in achievement and compares findings across 61 countries. Contrary to prior research, we find that schools may have limited ability in bridging SES gaps that exist within schools. We also find that across all countries included in the study, specific factors such as the school’s learning environment and school context are not systematically associated with within-school SES gaps.  相似文献   

3.
Achievement in mathematics of eighth-grade students is modeled as a function of within-school, between-school and cross-country differences. The data were obtained from 217,728 students, within 7,216 secondary schools, in 48 countries, who participated in the 2007 Trends in International Mathematics and Science Study. Multilevel analysis showed that out of the total variance in mathematics achievement, 40.39%, 20.61%, and 38.99% were accounted for within-school, between-school-within-country, and cross-country differences, respectively. Mathematics self-concept followed by socioeconomic status was the strongest predictor of achievement at the student level. At the school level, school location yielded the strongest link to achievement, while at the country level socioeconomic status was the main predictor of national mathematics average.  相似文献   

4.
The purpose of this study is to investigate science achievement of Australian students and how this achievement can vary from school to school. The proposition that gender and socioeconomic inequities in Australia are the result of school systems designed to reproduce an unequal social order was examined with reference both to current sociological literature and methodological techniques which account for the hierarchical nature of students nested in schools. Additionally, student‐level and school‐level variables are investigated for their ability to explain gender and socioeconomic differences in science achievement, as well as general student variability. Even after adjusting for the students’ individual characteristics and home backgrounds, as well as the context of the school, there were significant gender and socioeconomic differences in science achievement across Australian schools. The importance of variability in science achievement between schools is shown in this study, with specific reference to how this variability can be attributed to the school system.  相似文献   

5.
Effective schools should be superior in both enhancing students’ achievement levels and reducing the gap between high- and low-achieving students in the school. However, the focus has been placed mainly on schools’ achievement levels in most school effect studies. In this article, we focused our attention upon the school-specific achievement dispersion as well as achievement level in determining effective schools. The achievement dispersion in a particular school can be captured by within-school variance in achievement (σ2). Assuming heterogeneous within-school variance across schools in hierarchical modeling, it is possible to identify school factors related to high achievement levels and a small gap between high- and low-achieving students. By analyzing data from the TIMMS-R, we illustrated how to detect variance heterogeneity and how to find a systematic relationship between within-school variance and school practice. In terms of our results, we found that schools with a high achievement level tended to be more homogeneous in achievement dispersion, but even among schools with the same achievement level, schools varied in their achievement dispersion, depending on classroom practices.  相似文献   

6.
The present study aimed to identify the role of both student- and school-level characteristics in primary school students’ achievement in the science curriculum. As societies become more culturally and linguistically diverse, many students enter the classroom with a home language that is different from the language of instruction used at school. This study takes into account both the home language and literacy in the language of instruction in relation to student achievement in science subjects. Questionnaires, reading performance tests, and science achievement tests were administered to 1,761 fourth-grade students from 67 schools across Flanders (Belgium). Multilevel hierarchical regression analyses show that the home language and literacy in the language of instruction play an important role in science achievement at the student level, next to gender and socioeconomic status. Students with a home language that is different from the language of instruction experience difficulties with science subjects. Moreover, the higher students’ performance on reading comprehension and self-assessed proficiency in the language of instruction, the higher their score on science achievement tests. At the school level, a school's teachability expectations are one of the key factors related to students’ science achievement. Limitations of this study and future directions for research are discussed.  相似文献   

7.
The bulk of public debate on education focuses on schools and school differences. Ideally, the characteristics of schools that add value to student performance can be identified and implemented for other schools. However, such scenarios assume that school effects are sizable, stable across cohorts, and consistent across subject areas. This study tests these assumptions by analysing school effects in both primary and secondary schools in 5 achievement domains with administrative data from almost all government school students in Victoria, Australia. Gross school effects are reasonably large but show only moderate stability. However, in net progress models which control for prior achievement, school effects are substantially smaller, display only low levels of stability across cohorts, and are not consistent across achievement domains. Therefore, it is difficult to identify schools that consistently increase (or decrease) student performance across subject areas beyond that expected by students’ intake characteristics, most notably prior student performance. Other policy goals are recommended.  相似文献   

8.
This study examined the impact of the 3‐year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre‐ and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item‐by‐item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 726–747, 2008  相似文献   

9.
Previous studies have shown that both student and school socioeconomic status (SES) are strongly associated with student outcomes, but less is known about how these relationships may vary for different students, schools and nations. In this study we use a large international dataset to examine how student SES, school SES and self-efficacy are associated with mathematics performance among 15-year-old students in Australia. We found that increases in school SES are consistently associated with substantial increases in achievement in mathematics and this phenomenon holds for all groups, regardless of their individual SES. Furthermore, our findings show that the association of school SES with maths achievement persists even when subject-specific self-efficacy is taken into account. However, our findings also suggest modest differences among student groups disaggregated by these factors. In particular, the association between maths achievement and school SES appears moderately stronger for students with higher levels of self-efficacy compared with their peers with lower self-efficacy. Furthermore, among students with similar levels of self-efficacy, the association between maths achievement and school SES tends to be stronger for lower SES students than for their more privileged peers. From these findings, we highlight the importance of the Australian case for comparable systems of education, and provide a discussion of policy implications and strategies for mitigating the influence of school socioeconomic composition on academic achievement more generally.  相似文献   

10.
ABSTRACT

Informal science learning has been found to have effects on students’ science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students’ self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student’s engagement in extracurricular activities. The students’ volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother’s education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities.  相似文献   

11.
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   

12.
This study, employing hierarchical linear modeling (HLM), sought to investigate the student-level and school-level factors associated with the science achievement of immigrant and non-immigrant students among a national sample of 22,646 students from 896 schools in Canada. While student background characteristics such as home language, family wealth, and socioeconomic status were significant predictors of science achievement for non-immigrant students, these factors were not significantly associated with immigrant student science achievement. Student attitudes, engagement, and motivation in science and information and communication technology familiarity were significant predictors of science achievement for both immigrant and non-immigrant students. Whereas teacher shortage was associated with science achievement for immigrant students, school size was associated with science achievement for non-immigrant students. Implications of the findings are discussed.  相似文献   

13.
This study examined the extent to which the association between increased student absence and lower achievement outcomes varied by student and school‐level socioeconomic characteristics. Analyses were based on the enrolment, absence and achievement records of 89,365 Year 5, 7 and 9 students attending government schools in Western Australian between 2008 and 2012. Multivariate multi‐level modelling methods were used to estimate numeracy, writing and reading outcomes based on school absence, and interactions between levels of absence and school socioeconomic index (SEI), prior achievement, gender, ethnicity, language background, parent education and occupation status. While the effects of absence on achievement were greater for previously high‐achieving students, there were few significant interactions between absence and any of the socioeconomic measures on achievement outcomes. The results of first‐difference regression models indicated that the negative effect of an increase in absence was marginally larger for students attending more advantaged schools, though most effects were very small. While students from disadvantaged schools have, on average, more absences than their advantaged peers, there is very little evidence to suggest that the effects of absence are greater for those attending lower‐SEI schools. School attendance should therefore be a priority for all schools, and not just those with high rates of absence or low average achievement.  相似文献   

14.
Recent achievement test results show that Turkish students have been performing poorly compared to students from other countries. Using science literacy results from the PISA 2006 survey, we aim to measure the determinants of student achievement in Turkey within the education production function framework. We find that program types have large effects on student achievement. Since many students are allocated across program types as a result of a centralized exam, we try to control for past academic achievement and also for differences in the average socioeconomic background of students in a given school. The results indicate that students cluster in schools according to their socioeconomic background, and previous academic record is important, however, the effects of program types persist. Policies to augment socioeconomic background, such as conditional cash transfers and lifelong learning programs that prioritize parents will increase educational output.  相似文献   

15.
Middle school has been documented as the period in which a drop in students’ science interest and achievement occurs. This trend indicates a lack of motivation for learning science; however, little is known about how different aspects of motivation interact with student engagement and science learning outcomes. This study examines the relationships among motivational factors, engagement, and achievement in middle school science (grades 6–8). Data were obtained from middle school students in the United States (N?=?2094). The theoretical relationships among motivational constructs, including self-efficacy, and three types of goal orientations (mastery, performance approach, and performance avoid) were tested. The results showed that motivation is best modeled as distinct intrinsic and extrinsic factors; lending evidence that external, performance based goal orientations factor separately from self-efficacy and an internal, mastery based goal orientation. Second, a model was tested to examine how engagement mediated the relationships between intrinsic and extrinsic motivational factors and science achievement. Engagement mediated the relationship between intrinsic motivation and science achievement, whereas extrinsic motivation had no relationship with engagement and science achievement. Implications for how classroom practice and educational policy emphasize different student motivations, and in turn, can support or hinder students’ science learning are discussed.  相似文献   

16.
The Second International Science Study provides a large Australian data base for the purpose of secondary analyses. This data base consists of a large number of student and school level variables which were examined with reference to the students nested within the schools. Multilevel analysis involves the use of the hierarchical linear model to adequately compensate for variability between-schools, as well as within-schools. The role of the school organization and effects such as the average student ability and average social factors were found to substantially influence student achievement in science. These school effects were also found to influence boys and girls differently with respect to their science achievement as measured by the tests in this study. Specializations: large scale data analysis, gender differences, socioeconomic factors, epidemiology.  相似文献   

17.
An increasing problem of great concern for academic institutions around the world is the pervasiveness of academic cheating among students. However, there is a dearth of prior research on cheating in cross-national contexts. The present study examines the relationships between structural measures of strain and principals’ reports of problematic cheating in schools across 35 nations, derived from the 2007 Trends in International Math and Science Studies survey. The study employs multilevel logistic regression analysis to evaluate whether indicators of economic disadvantage, educational achievement, and educational inequalities influence the level of problematic cheating reported by school principals cross-nationally. Additionally, we identify which socioeconomic and demographic characteristics of nation-states are most related to perceptions of problematic academic cheating as reported by school principals. The findings indicate that schools with resource shortages, greater levels of economic disadvantage, and those with larger national average grade sizes experience higher levels of problematic cheating.  相似文献   

18.
Abstract

By incorporating two theoretical frameworks this study examines how school characteristics shape first-grade reading ability-grouping practices, and how this, in turn, affects students’ reading achievement. The author uses the data from the Early Childhood Longitudinal Study and applies the propensity-score method to examine whether first-grade ability grouping improves student achievement, whether ability grouping increases achievement inequalities, and whether its effects vary by student initial abilities and/or school contexts. Findings support an argument that ability grouping is an organizational response to problems of diversity in the student body. Schools that use ability grouping are likely to have heterogeneous ability compositions. They are also public, low-performing, low socioeconomic status, and high-minority schools. In these schools, ability grouping has no effects or negative effects, particularly for low-ability students. In contrast, ability grouping may improve achievement for all students in schools with advantageous characteristics, mostly private schools, and may reduce achievement inequalities, because low-ability students benefit the most from this practice.  相似文献   

19.
In this study, we systematically unpack relationships among student socioeconomic status (SES), science and mathematics achievement, and student interest in science in the context of varying school socioeconomic composition. Using the most recent Programme for International Student Assessment dataset for Australia, we found that increases in school SES are consistently associated with substantial increases in science and mathematics performance. This pattern of association held for all groups regardless of their individual SES. However, our findings also show that students’ interest in science was not associated with varying school SES, and only marginally and inconsistently associated with individual SES. We discuss policy implications and strategies for mitigating the influence of school socioeconomic composition on science and mathematics performance, and for the achievement of more equitable and effective educational outcomes generally.  相似文献   

20.
Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low- and high-achieving students and concurrently across different subject domains. This study examines student and school background characteristics associated with low and high achievement in mathematics and science on the Programme for International Student Assessment. Based on the results of a multilevel multinomial model of achievement for each domain, findings indicate that a greater number of the variables examined are associated with low rather than high achievement. At student level, home language, intention to leave school early, socioeconomic status, grade level, cultural capital, and books in the home are significantly associated with achievement in mathematics and science. At school level, only school average socioeconomic status is statistically significant in the models. Significant gender differences are found in the distribution of high and low achievers, which vary across the domains. In mathematics, females are more likely to be low achievers while males are more likely to be high achievers. In science, gender interacts with early school-leaving intent whereas males intending to leave school early are more likely to be in the low-achieving group than females intending to leave early. Conclusions emphasise the need for targeting resources aimed at promoting equity in outcomes at student level as well as at school level. Future work may extend the current analyses by incorporating domain-specific variables or examining cross-country differences.  相似文献   

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