Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality |
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| Institution: | 1. Department of Economics, University of Zurich;2. Department of Chemical Engineering, Universitat Rovira i Virgili, Spain;3. Chair of Sociology, In Particular of Modeling & Simulation, Swiss Federal Institute of Technology, Zurich;4. Santa Fe Institute, USA;1. Department of Educational Research, University of Potsdam, Karl-Liebknecht-Str. 24/25, D-14476 Potsdam, Germany;2. German Institute for International Educational Research, Frankfurt a.M./Berlin, Warschauer Straße 34-38, D-10243 Berlin, Germany;3. Leibniz Institute for Science and Mathematics Education, Kiel, Germany;4. Institute for School Development Research, Technical University of Dortmund, Vogelpothsweg 78, D-44227 Dortmund, Germany |
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| Abstract: | In this study, we investigated effects of socioeconomic and language minority classroom composition on students' reading achievement and explored the mediating role of central features of instructional quality, namely focus on language, student-oriented climate, and structured classroom management. Analyses were based on data collected from 352 German ninth-grade classrooms across two measurement points (t1, t2) in a multilevel framework. We found socioeconomic composition to be related to individual reading achievement at t2 after accounting for the corresponding baseline assessment at t1. However, the proportion of German language learners had no additional effect on reading achievement. Our results also suggest that the effect of the socioeconomic composition on achievement may be mediated partially by the teacher's focus on language during instruction. We conclude that more attention has to be paid to providing equal opportunities to all students in language classes. |
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| Keywords: | Compositional effects Socioeconomic status Language minority students Instructional quality Mediation |
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