School Socioeconomic Status and Student Outcomes in Reading and Mathematics: A Comparison of Australia and Canada

Autor/inn/en	Perry, Laura B.; McConney, Andrew
Titel	School Socioeconomic Status and Student Outcomes in Reading and Mathematics: A Comparison of Australia and Canada
Quelle	In: Australian Journal of Education, 57 (2013) 2, S.124-140 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944113485836
Schlagwörter	Socioeconomic Status; Cross Cultural Studies; Reading Achievement; Mathematics Achievement; Outcomes of Education; Institutional Characteristics; Correlation; Marketing; Commercialization; Student Characteristics; Educational Finance; Administrative Organization; Comparative Education; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Canada; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Cultural comparison; Kulturvergleich; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Korrelation; Bildungsfonds; Vergleichende Erziehungswissenschaft; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Kanada; Australien
Abstract	Previous research has established that student outcomes are strongly associated with the socioeconomic composition of a school, also known as school socioeconomic status. Less is known, however, about the ways in which the relationship varies for different students, schools and national education systems. Here, we conduct a secondary analysis of an international dataset to examine the strength of the relationship between school socioeconomic status and achievement in math and reading for Canada and Australia. The history, economy and culture of these two countries are similar, as are many aspects of their education systems. One important difference, however, is the degree to which their education systems are marketised. Our findings show that in both countries, school socioeconomic status is strongly associated with academic achievement for all students, regardless of their individual socioeconomic status. Nevertheless, the relationship between school socioeconomic status and academic achievement is substantially stronger in Australia than in Canada. We conclude that student outcomes are more equitable in Canada than in Australia, and suggest that this may be due to differences in the ways in which the two education systems are funded and structured. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01