The Effect of Class Heterogeneity on Scholastic Achievement in Israel.

Autor/in	Lavy, Victor
Institution	Jerusalem Center for Public Affairs, Inc. (Israel).; Foundations of the Milken Families, Jerusalem (Israel).
Titel	The Effect of Class Heterogeneity on Scholastic Achievement in Israel.
Quelle	(1997), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Comparative Education; Cross Cultural Training; Cultural Interrelationships; Elementary Education; Foreign Countries; Heterogeneous Grouping; Homogeneous Grouping; Multicultural Education; School Desegregation; Social Behavior; Social Class; Social Integration; Socioeconomic Status; Israel + Suchen Sie Ihr Suchwort? Schulleistung; Vergleichende Erziehungswissenschaft; Interkulturelle Orientierung; Elementarunterricht; Ausland; Homogene Gruppierung; Niveaugruppierung; Streaming; Multikulturelle Erziehung; Integrative Schule; Social behaviour; Soziales Verhalten; Social classes; Soziale Klasse; Soziale Integration; Socio-economic status; Sozioökonomischer Status
Abstract	This study examines the relationship between class heterogeneity and scholastic performance in Israel's primary schools. The effect of school integration on academic achievement is explained via two main effects: (1) the "peer" effect, namely externalities that are induced by the composition of the teaching and learning environments; and (2) the efficiency effect, which reflects the reduced ability of the teacher to teach and the pupil to learn in a heterogeneous environment. This study focuses on the efficiency effect and estimates an upper bound to the "peer" effect. The raw, strong negative correlation between achievement and class heterogeneity is clearly an artifact of the association between more heterogeneous classes and lower socioeconomic status among pupils. A liberalization in the education system allowing parents more freedom in choosing an elementary school for their child is seen to be positive in terms of schooling efficiency and the implied gains in scholastic achievement. This liberalization effort is weighed against the setback in the efforts to achieve social integration through the education system and the implied, but unmeasured, benefits. (EH)
Anmerkungen	Milken Institute for the Study of Educational Systems, Beit Milken, 13 Tel Hai Street, Jerusalem 92107 Israel; telephone: 02-5619281.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC