Explaining Socioeconomic Inequalities In Student Achievement: The Role Of Home And School Factors

Autor/inn/en	Marks, Gary; Cresswell, John; Ainley, John
Titel	Explaining Socioeconomic Inequalities In Student Achievement: The Role Of Home And School Factors
Quelle	In: Educational Research and Evaluation, 12 (2006) 2, S.105-128 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Cultural Influences; Academic Achievement; Socioeconomic Background; Family School Relationship; Family Environment; Outcomes of Education; Case Studies; Social Capital; Equal Education; Institutional Characteristics; Educational Environment; Foreign Countries; Track System (Education); Educational Resources; Differences; Australia; Austria; Belgium; Brazil; Canada; Czech Republic; Denmark; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Luxembourg; Mexico; Netherlands; New Zealand; Norway; Poland; Portugal; South Korea; Spain; Sweden; Switzerland; United Kingdom + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Schulleistung; Sozioökonomische Lage; Familienmilieu; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Sozialkapital; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Leistungsgruppe; Leistungsdifferenzierung; Bildungsmittel; Unterscheiden; Australien; Österreich; Belgien; Brasilien; Kanada; Tschechische Republik; Dänemark; Finnland; Frankreich; Deutschland; Griechenland; Ungarn; Island; Irland; Italien; Lettland; Mexiko; Niederlande; Neuseeland; Norwegen; Polen; Korea; Republik; Spanien; Schweden; Schweiz; Großbritannien
Abstract	This paper examines the extent that material, social, and cultural resources and schools account for the relationship between socioeconomic background and student achievement among 15-year-olds in 30 countries. Generally, cultural factors play a more important role in most countries although in a small minority of countries, material resources have a substantial impact. Most often, social resources have little impact. In many countries, educational differentiation--that is, school tracks and school types, and curriculum tracking within schools--mediates the relationship between socioeconomic background and student achievement. Countries with highly tracked systems tend to show stronger relationships. On average, over 60% of the effect of socioeconomic background on achievement is accounted for by these factors. These findings are independent of whether achievement in reading, mathematics, or science is examined. The implications of this study for reducing socioeconomic inequalities in education are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10