Curriculum Choice and Success in the First Two Grades of Secondary Education: Students, Classes, or Schools?

Autor/inn/en	Pustjens, Heidi; Van de gaer, Eva; Van Damme, Jan; Onghena, Patrick
Titel	Curriculum Choice and Success in the First Two Grades of Secondary Education: Students, Classes, or Schools?
Quelle	In: School Effectiveness and School Improvement, 19 (2008) 2, S.155-182 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Catholic Schools; Academic Achievement; Secondary Education; Instructional Effectiveness; Socioeconomic Status; Higher Education; Mathematics Achievement; Socioeconomic Background; Vocational Education; Elementary Education; Multiple Regression Analysis; Error of Measurement; Predictor Variables + Suchen Sie Ihr Suchwort? Katholische Schule; Schulleistung; Sekundarbereich; Unterrichtserfolg; Socio-economic status; Sozioökonomischer Status; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozioökonomische Lage; Ausbildung; Berufsbildung; Elementarunterricht; Messfehler; Prädiktor
Abstract	The major aim of educational effectiveness research is to examine and explain school, class, and teacher differences with respect to relevant educational criteria. Until now, in the large majority of studies, language and mathematics scores were used as a criterion. In the present study, the educational track students choose at the start of secondary education (at the age of 12) and their success in the chosen curriculum are examined in relation to primary school and classes (Grades 1 to 6). Two-level models show that students had higher aims in secondary education if they had attended primary Catholic schools and/or primary schools with high average curriculum advice. The latter schools were also highly effective with respect to achievement, and their students had a high socioeconomic status and background. Multilevel models with a cross-classified structure showed no direct long-term effects of primary schools and classes. (Contains 4 tables, 3 figures and 17 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10