The Short-Term and the Long-Term Effect of Primary Schools and Classes on Mathematics and Language Achievement Scores

Autor/inn/en	Pustjens, Heidi; Van de gaer, Eva; Van Damme, Jan; Onghena, Patrick; Van Landeghem, Georges
Titel	The Short-Term and the Long-Term Effect of Primary Schools and Classes on Mathematics and Language Achievement Scores
Quelle	In: British Educational Research Journal, 33 (2007) 3, S.419-440 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Mathematics Achievement; Secondary Schools; Comparative Analysis; Language Arts; Foreign Countries; Elementary Schools; Elementary School Students; Elementary School Mathematics; Mathematics Instruction; Reading Achievement; Outcomes of Education; Belgium + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschule; Sprachkultur; Ausland; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Leseleistung; Lernleistung; Schulerfolg; Belgien
Abstract	A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short-term effects of the primary school and class on achievement levels at the end of primary education were found. Multilevel models with a cross-classified structure were constructed to estimate the long-term effects. Differences between secondary schools and classes turned out to be much more important for achievement in secondary education than the long-term effects of primary schools and classes, which were small and died out fast. (Contains 9 tables, 2 figures and 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10