The Gross and Net Effects of Primary School Denomination on Pupil Performance

Autor/inn/en	Driessen, Geert; Agirdag, Orhan; Merry, Michael S.
Titel	The Gross and Net Effects of Primary School Denomination on Pupil Performance
Quelle	In: Educational Review, 68 (2016) 4, S.466-480 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2015.1135880
Schlagwörter	Elementary School Students; Religion; Religious Factors; Academic Achievement; Religious Education; Foreign Countries; Grade 2; Grade 5; Grade 8; Public Schools; Value Added Models; School Choice; Private Schools; Protestants; Catholics; Muslims; Standardized Tests; Scores; Questionnaires; Statistical Analysis; Ethnic Groups; Parent Background; Educational Attainment; Netherlands + Suchen Sie Ihr Suchwort? Schulleistung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule; Choice of school; Schulwahl; Private school; Privatschule; Protestantism; Protestantismus; Katholik; Muslim; Muslimin; Standadised tests; Standardisierter Test; Fragebogen; Statistische Analyse; Ethnie; Elternhaus; Bildungsabschluss; Bildungsgut; Niederlande
Abstract	Notwithstanding dramatically low levels of professed religiosity in Western Europe, the religious school sector continues to thrive. One explanation for this paradox is that nowadays parents choose religious schools primarily for their higher academic reputation. Empirical evidence for this presumed denominational advantage is mixed. We examine and compare several studies purporting to show a denominational school effect, and then turn our attention to the Dutch case. Owing to its longstanding and highly varied denominational school sector, the Netherlands arguably provides a unique context in which to examine whether there are school sector effects. In this study multilevel analyses were performed. Data include 19 cognitive and non-cognitive outcome measures in 2011 administered to 27,457 pupils in grades 2, 5 and 8 of 386 primary schools. Results show that after controlling for input differences at pupil and school level no substantial output differences between religious schools and public schools remain. However, Islamic schools appear to be one important exception which turn out to have a great value-added potential. Implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01