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1.
Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. We find that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year of learning. Considering that in 2020 students in the samples lost between 56 %–60 % of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of these learning losses will require a significant pivoting of the education system to ensure that instructional practices are appropriately levelled to optimise learning.  相似文献   

2.
This study explores the ways in which school-imposed labeling in a “no-excuses” charter school that was explicitly designed for the purpose of benefiting Black students, impacts teachers’ perceptions of Black male students who were labeled as being high risk or struggling academically, and how these students perceive their own schooling experiences. A conceptual framework with the history of how and why Black masculinity is constructed as deviant and different in the context of U.S. schools, as well as the impact of labeling on Black male students’ learning and self-esteem are detailed. While centering the labeled-students’ experiences, we examine the interactions between key stakeholders (i.e., labeled-students, teachers/administrators, and non-labeled students) at the charter school and overall the findings speak clearly to how language of deficit and pathology impacted Black male students’ schooling experiences as they negotiate racial stigma as racialized bodies at a “no-excuses” public charter school.  相似文献   

3.
Abstract

Prior research estimating the effect of Catholic schooling has focused on high school, where evidence suggests a positive effect of Catholic versus public schooling. In this article, we estimate the effect of attending a Catholic elementary school rather than a public school on the math and reading skills of children in kindergarten through fifth grade. We use nationally representative data and a set of matching estimators to estimate the average effect of Catholic schooling and the extent to which the effect varies across educational markets. When we use public school students nationwide or within the same county to provide a counterfactual estimate of how Catholic school students would have performed in public schools, we find strong evidence indicating that Catholic elementary schools are less successful at teaching math skills than public schools (Catholic school students are 3–4 months behind public school students by third and fifth grade), but no more or less successful at teaching reading skills. Moreover, unlike prior research, we find no consistent evidence that the effects of Catholic schooling vary substantially by race or urbanicity, though our power to detect such differences is weak.  相似文献   

4.
This study uses data from the Programme for International Student Assessment, a large and nationally representative dataset, to examine how learning environments vary across metropolitan, rural and regional schools in Australia. Research has shown that school climate and learning environments are related to student academic performance, but little is known about the degree to which they differ across school communities in Australia. We examined principals’ perceptions of teacher and student behaviour related to school climate and students’ perceptions of teacher support, classroom disciplinary climate, and the relevance of education. The findings show that regardless of where they live, most students believe that schooling is worthwhile, and report positive relationships with their teachers. Perceptions of classroom disciplinary climate vary more across school communities, however, with students reporting less positive disciplinary climate in rural communities than in very large cities. Principals’ perceptions of teacher and student behavior related to school climate varied; with urban schools having much more positive results than schools in towns and rural communities. Finally, our findings show that students’ and principals’ perceptions of their school climate and learning environments are more positive in urban communities than in rural communities, but that the least positive environments are generally found in country towns rather than remote communities. Our findings suggest that attention should be paid to improving learning environments not just in the most rural/remote communities, but also in largish regional towns of up to 50,000 residents.  相似文献   

5.
This article investigates to what extent disrupted schooling and dropout affects children’s acquisition of foundational skills prior to and during the COVID-19 pandemic. Using household survey data from thirteen low- and lower-middle-income countries, we find that missing or dropping out of school is associated with lower reading and numeracy outcomes. Drawing on global surveys conducted during the pandemic, we find that countries’ remote learning responses are often inadequate to keep all children learning, avoid dropout, and mitigate the learning losses our findings predict, particularly for marginalized children and those at the pre-primary level.  相似文献   

6.
Ability grouping or tracking during secondary schooling is widespread. Previous research shows academic track schools are more successful than non-academic track schools in teaching mathematics, reading and foreign languages. Reasons include a more favorable student composition and higher instructional quality. However, there is less evidence that between track differences are even large enough to differentially affect the students' cognitive development. We used data from a large Hamburg panel study to test this hypothesis (N = 8628). By employing several propensity score matching algorithms we formed parallelized samples of academic track and either non-academic track students or comprehensive school students. After four years of tracking, academic track students showed considerably higher intelligence scores than their counterparts at the non-academic tracks and slightly higher scores than students at the comprehensive schools. Our results underline the importance of a cognitively stimulating learning environment in school to support students' cognitive development.  相似文献   

7.
Immigration in the U.S. continues to increase and to become increasingly diverse. About 20% of U.S. students are children of immigrants. This phenomenon is occurring as schools are racially and ethnically resegregating even as race-based decision making for K-12 schooling has been severely limited. This study examines school segregation for children of immigrants who are often an overlooked component of this phenomenon. Using a large national dataset, the author explores the extent to which children of immigrants are segregated from non-immigrants as well as the extent to which they are segregated from Whites. This study also examines how these relationships vary based on a student's race/ethnicity and socioeconomic status. Results show a society where children of immigrants are segregated in school, which carries with it a host of likely negative outcomes. Implications for policy, practice, and future research are discussed.  相似文献   

8.
This article extends the evidence base on childhood circumstances, education and psychological distress. We examine the link between childhood advantage and disadvantage, the type of school attended during adolescence and psychological distress at ages 16 and 42. The analysis uses a large, population-based birth cohort study, the 1970 British Cohort Study (BCS70) (n = 17,198) using a structural equation modelling (SEM) approach. More advantaged young people were more likely to attend private schools, but we find no evidence for an effect of private schooling on psychological distress for men, and for women there was an association between private schooling and raised psychological distress at age 16. Having a university degree was associated with a modest reduction in psychological distress in mid-life. We establish that maternal psychological distress at age 10 was a risk factor for the offspring’s psychological distress both in adolescence and in mid-life, and adolescent psychological distress predicts psychological distress in mid-life. We conclude that schools which are academically successful do not necessarily provide wider benefits in terms of mental health.  相似文献   

9.
Refugee youth attend schools in every state in the United States. Yet, little is known about their schooling experiences or the ways in which schools engage their parents. In this paper, we resituate notions of parent involvement by focusing on the interactions between refugee parents and U.S. schools Drawing on data collected during a twenty-six month ethnography of refugees in a Northeastern city, we examine how the influx of refugee students into one school district, not only changes the district’s student demographics, but also leads to policy changes mediated by the repositioning of refugee parents’ involvement in decision-making at one public school, and a reconfiguring of the school leadership advisory team. We document the ways in which refugee parents, when joined with others, engage in what Das Gupta (2006) calls space-making, or the process by which transnational migrants make spaces for themselves within, between, and outside of existing policies, practices, assumptions, and expectations. We show refugee parents advocating for themselves and their children, and working with teachers and community members to navigate uncertain and unfamiliar educational spaces and to build new, more adequate spaces for the emergent needs of a school with changing demographics.  相似文献   

10.
Despite recent evidence that students in public schools significantly outperform their private school counterparts, private schooling continues to account for approximately 40% of secondary school enrolments in Indonesia. In an effort to explain this sustained demand, we combine analyses of PISA data with in-country interviews and school visits. Ultimately, we find that although government dependent private schools are underfunded with a high proportion of uncertified, underpaid teachers (with limited access to training and professional development), demand remains high due to their focus on religious training and education, as well as their ability to increase educational access for low-income families.  相似文献   

11.
Central to the efforts of primary school reform in developing nations is the need for pupils to become more active, critical and creative learners and for primary schooling to enable all children to develop to their full potential. The question `learning for all?’ asked in the title emphasises the concern that, in developing countries, schooling and education for all do not necessarily translate in learning opportunities for all. The article discusses this idea. It is based on the assumption that takes universal quality basic education as an investment and a right and posits the necessity of micro-data in order to monitor children's learning opportunities. Examples from Mauritius are used to put forward some of the reasons impeding learning opportunities and equity inside classrooms and to highlight some of the discrepancies between policy rhetoric and the `reality’ of school.  相似文献   

12.
The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision, leading to fears of learning losses and of an increase in educational inequality. This article evaluates the effects of school closures based on standardised tests in the last year of primary school in the Dutch-speaking Flemish region of Belgium. Using a 6-year panel, we find that students of the 2020 cohort experienced significant learning losses in three out of five tested subjects, with a decrease in school averages of mathematics scores of 0.17 standard deviations and Dutch scores (reading, writing, language) of 0.19 standard deviations as compared to previous cohorts. This finding holds when accounting for school characteristics, standardised tests in Grade 4 and school fixed effects. Given the large observed effect sizes, the effect of school closures appears to be a combination of lost learning progress and learning loss. Moreover, we observe that inequality both within schools and across schools rises by 7% for mathematics and 8% for Dutch. The learning losses are correlated with observed school characteristics, as schools with a more disadvantaged student population experience larger learning losses.  相似文献   

13.
This research evaluated the psychometric properties of Friedman's (1999) Teacher Work-Autonomy Scale (TWA) to determine whether it was an acceptable instrument to measure U.S. teacher autonomy in the present educational context. A second purpose was to ascertain the current status of teachers’ perceptions of their autonomy from a sample of U.S. teachers. Four hundred seventy-seven teachers from three public schools in Michigan participated in this study for a response rate of 30%. Factor analysis confirmed the multifaceted nature of teacher autonomy; however, somewhat different factor structures were found for the elementary and secondary teachers in this study, in comparison to that of Friedman. The TWA, without major modifications, appeared to be a valid and reliable instrument for use with a U.S. secondary sample but with limitation with an elementary sample. Elementary and secondary teachers perceived autonomy in the different factors in identical order, but with significant differences between their scores. Differences in school structure and conceptions of autonomy may have contributed to grade-level discrepancies. The findings suggest that administrators may be able to enhance teacher autonomy by releasing some of their power to include teachers in school leadership, specifically in the two areas teachers perceived with lowest autonomy: school finances and professional development.  相似文献   

14.
At present, the structures, practice, and discourse of schooling are anchored to a “commercial spirit” that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. schools. She argues that framing the educational enterprise in terms of economic success and failure makes it difficult for educators to address Dewey's vision of democracy and education substantively. Stengel concludes with an acknowledgment that, regardless of putative political commitments, these two public school systems are schooling — though not often educating — the same neoliberal subject, but that Dewey's vision of democracy and education nonetheless remains critical and compelling.  相似文献   

15.
对海安县831名义务教育阶段学生的问卷调查表明,课业负担的外在表现和内在感受随年级增长而增长,初中生课业负担较重。课业负担成因分析表明,初中生负担主要源于教师（学校）,小学生负担主要源于家长,教师和家长压力主要源于学校和社会。要减轻学生过重课业负担,小学要做好家长工作,初中要侧重做好学校工作。  相似文献   

16.
This study investigated the relation between multidimensional aspects of high school students' perceptions of their parental involvement and their achievement. It explored differences in socio-economic backgrounds, ethnicity, gender, and higher and lower achieving students, and a structural model was developed to further investigate these relations. A parental involvement questionnaire and measures of efficacy, liking and achievement in mathematics and reading were administered to a sample of 1,554 New Zealand high school students from 59 schools. In the view of students, there is support for parents to be talking to their children about learning and schooling and having high expectations of them and their future in learning, especially for lower achieving students. Students who claim that their parents are talking with their teachers or attending school meetings are more likely to have lower achievement. The implications from this study relate to developing student self-regulation for learning in home, providing more surface than deeper learning as homework, and assisting parents to learn the language of learning and schooling.  相似文献   

17.
Remote learning during the COVID pandemic has led to short- and long-term consequences for students' learning. So far, data on learning loss in early schooling have been limited. In this paper, we evaluate the effect of remote learning on 1st graders' school readiness skills and 2nd–8th graders’ performance in mathematics, reading and science using rich data collected in Hungary before and during the pandemic (n ≈ 55,000). The results show that kindergarten children and 1st–4th-grade students were significantly negatively affected by COVID restrictions compared to their older peers. This difference was extremely large in schools with a high share of disadvantaged students. More specifically, 1st–4th-grade low-SES students made little or no progress while learning from home.  相似文献   

18.
One quarter of the 1958 British Birth cohort attended single‐sex secondary schools. This paper asks whether sex‐segregated schooling had any impact on the experience of gender differences in the labour market in mid‐life. We examine outcomes at age 42, allowing for socio‐economic origins and abilities measured in childhood. We find no net impact of single‐sex schooling on the chances of being employed in 2000, nor on the horizontal or social class segregation of mid‐life occupations. But we do find a positive premium (5%) on the wages of women (but not men), of having attended a single‐sex school. This was accounted for by the relatively good performance of girls‐only school students in post‐16 qualifications, not by the wider range of subjects studied by both girls and boys at single‐sex schools. Men’s labour market attainments were more closely related to attending private schools and to parental class, suggesting that the intergenerational transmission of advantage, while not related to coeducation, is related to gender.  相似文献   

19.
This paper studies the effects of attending a Catholic high school on students’ labor market outcomes. Using data from the Wisconsin Longitudinal Study, I find that Catholic schooling is significantly associated with higher wages over the careers even after taking into account possible selection into Catholic schools with instruments. Using matched school quality data for public and Catholic schools, I further find that Catholic and public schools are different in various aspects of school quality measures and that these differences explain most of Catholic school effects. Among the school quality variables, teacher quality and the number of math courses taken are estimated to matter the most for students’ later earnings in the long run.  相似文献   

20.
This paper examines how resource-based windfalls to Brazilian municipalities’ revenues affects their provision of education. Using within-municipality variation in per capita oil revenues transferred to municipalities, we find that receiving more oil royalties increases municipal education expenditures, which translates into more teachers, classrooms, and schools per capita. These effects are present only for municipally funded schools, implying that increased educational provision is due to better funding and not through increased demand for schooling. We also find, however, that some evidence that some types of school infrastructure and services may be affected by oil royalties, implying that this additional schooling coverage may be of lower quality. Interestingly, despite the increased provision of education student outcomes like the dropout rate worsen with higher oil royalties, although this may be due to changes in student composition.  相似文献   

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