Class in the Classroom: The Relationship between School Resources and Math Performance among Low Socioeconomic Status Students in 19 Rich Countries

Autor/in	Baird, Katherine
Titel	Class in the Classroom: The Relationship between School Resources and Math Performance among Low Socioeconomic Status Students in 19 Rich Countries
Quelle	In: Education Economics, 20 (2012) 5, S.484-509 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2010.511848
Schlagwörter	Mathematics Achievement; Achievement Gap; Socioeconomic Status; Educational Resources; Grade 8; Students; Institutional Characteristics; Student Characteristics; Mathematics Teachers; Teacher Characteristics; Human Capital; Social Mobility; Mathematics Tests; Foreign Countries; Australia; Belgium; Canada; Hong Kong; Italy; Japan; Netherlands; New Zealand; Norway; Singapore; South Korea; Spain; Sweden; Taiwan; United Kingdom (England); United Kingdom (Scotland); United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Bildungsmittel; School year 08; 8. Schuljahr; Schuljahr 08; Student; Schüler; Schülerin; Studentin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Humankapital; Soziale Mobilität; Ausland; Australien; Belgien; Kanada; Hongkong; Italien; Niederlande; Neuseeland; Norwegen; Singapur; Korea; Republik; Spanien; Schweden; USA
Abstract	This paper investigates achievement gaps between low and high socioeconomic students in 19 high-income countries. On average, math scores of students with indicators of high socioeconomic status (SES) are over one standard deviation above those with low SES indicators. The paper estimates the extent to which these achievement gaps can be attributed to differences in classroom- and school-level resources available to students from different SES backgrounds. In some countries, achievement gaps can be largely explained by differences in the characteristics of schools attended. However, in many other countries, the gap appears more closely related to differences in the characteristics of the students. The results point to the importance of institutional difference among countries in explaining international differences in the quality of education received by different groups within a nation. (Contains 4 tables, 2 figures and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10