A Seasonal Perspective on School Effectiveness: Evidence from a Flemish Longitudinal Study in Kindergarten and First Grade

Autor/inn/en	Verachtert, Pieter; Van Damme, Jan; Onghena, Patrick; Ghesquiere, Pol
Titel	A Seasonal Perspective on School Effectiveness: Evidence from a Flemish Longitudinal Study in Kindergarten and First Grade
Quelle	In: School Effectiveness and School Improvement, 20 (2009) 2, S.215-233 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Longitudinal Studies; Mathematics Achievement; Academic Achievement; School Effectiveness; Kindergarten; Mathematics Skills; Grade 1; Socioeconomic Status; Ethnic Groups; Achievement Gap; Language Acquisition; Foreign Countries; Vacations; Belgium + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Schuleffizienz; Mathematics ability; School year 01; 1. Schuljahr; Schuljahr 01; Socio-economic status; Sozioökonomischer Status; Ethnie; Sprachaneignung; Spracherwerb; Ausland; Holidays; Ferien; Belgien
Abstract	Summer learning studies have been set up to investigate the evolution of initial group differences in academic achievement, for example, between low- and high-socioeconomic status (SES) children. Moreover, this approach has been used to demonstrate the absolute effect of going to school on children's learning. In the present study, we used multilevel piecewise linear growth modeling to analyze growth in mathematics skills throughout kindergarten and 1st grade. First, we added to the evidence of an absolute schooling effect by demonstrating that average learning rates were faster during both school years than during the intervening summer vacation. Second, mathematics achievement gaps between children from different socioeconomic, ethnic, and linguistic backgrounds were found to remain stable during kindergarten and the summer vacation. During 1st grade, however, the ethnic and linguistic achievement gaps disappeared, whereas the SES achievement gap remained unchanged. Finally, we found no evidence for school-level variation in summer learning rates. (Contains 6 notes, 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10