Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and Instruction

Autor/inn/en	Lubienski, Sarah Theule; Lubienski, Christopher; Crane, Corinna Crawford
Titel	Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and Instruction
Quelle	In: American Journal of Education, 115 (2008) 1, S.97-138 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/590677
Schlagwörter	Private Schools; Public Schools; Comparative Analysis; Academic Achievement; Grade 4; Grade 8; Institutional Characteristics; School Size; Class Size; Minority Groups; Racial Bias; Educational Environment; Parent Participation; Parent School Relationship; Teacher Certification; Educational Practices; Educational Assessment + Suchen Sie Ihr Suchwort? Private school; Privatschule; Public school; Öffentliche Schule; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Klassengröße; Ethnische Minderheit; Racial discrimination; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bildungspraxis; Education; assessment; Bewertungssystem
Abstract	Recent analyses challenge common wisdom regarding the superiority of private schools relative to public schools, raising questions about the role of school processes and climate in shaping achievement in different types of schools. While holding demographic factors constant, this multilevel analysis of National Assessment of Educational Progress (NAEP) mathematics data on over 270,000 fourth and eighth graders in over 10,000 schools examines differences among schools on five critical factors: (1) school size, (2) class size, (3) school climate/parental involvement, (4) teacher certification, and (5) instructional practices. This study provides nationally representative evidence that both teacher certification and some reform-oriented mathematics teaching practices correlate positively with achievement and are more prevalent in public schools than in demographically similar private schools. Additionally, smaller class size, more prevalent in private schools, is significantly correlated with achievement. (Contains 5 tables and 12 notes.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10