SCIENCE AND MATHEMATICS ACHIEVEMENT IN AUSTRALIA: THE ROLE OF SCHOOL SOCIOECONOMIC COMPOSITION IN EDUCATIONAL EQUITY AND EFFECTIVENESS |
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| Authors: | Andrew McConney Laura B Perry |
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| Institution: | (1) Department of Sociology, University of North Carolina Greensboro, 337 Graham Building, Greensboro, NC 27402, USA |
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| Abstract: | 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. |
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