The Long-Term Differential Achievement Effects of School Socioeconomic Composition in Primary Education: A Propensity Score Matching Approach

Autor/inn/en	Belfi, Barbara; Haelermans, Carla; De Fraine, Bieke
Titel	The Long-Term Differential Achievement Effects of School Socioeconomic Composition in Primary Education: A Propensity Score Matching Approach
Quelle	In: British Journal of Educational Psychology, 86 (2016) 4, S.501-525 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12120
Schlagwörter	Socioeconomic Status; Academic Achievement; Achievement Gains; Elementary School Students; Age Differences; Longitudinal Studies; Foreign Countries; Socioeconomic Influences; Regression (Statistics); Comparative Analysis; Probability; Mathematics Achievement; Belgium + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Schulleistung; Achievement gain; Leistungssteigerung; Age; Difference; Age difference; Altersunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Sozioökonomischer Faktor; Regression; Regressionsanalyse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Belgien
Abstract	Background: The effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways. Aims: In an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large sample, followed students throughout primary education, addressed selection bias problems, identified the grade(s) in which school socio-economic composition mattered the most, and studied the differential effects of school socio-economic composition by individual socio-economic status (SES). Sample: In a longitudinal design with seven occasions of data collection, the authors drew on a sample of N = 3,619 students (age at T1 about 5 years, age at T7 about 12 years) from 151 primary schools in Flanders (the northern part of Belgium). Method: Students in low-, medium-, high-, and mixed-SES schools were matched using propensity scores. To compare students' achievement growth trajectories in the different school compositions, multilevel regression modelling with repeated measurements was applied. Results: The results showed that students had more positive achievement growth in high-SES as compared to low-SES and mixed-SES schools. In two of the three comparisons, students in mixed-SES schools showed the lowest math development. The negative effects of mixed-SES schools on math achievement growth were the strongest for high-SES students. Conclusions: Our findings contribute to the ongoing discussion on the effects of school socio-economic composition on student achievement growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01