Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities

Autor/inn/en	Danhier, Julien; Martin, Émilie
Titel	Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities
Quelle	In: British Journal of Educational Studies, 62 (2014) 2, S.171-189 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2014.930091
Schlagwörter	Foreign Countries; Comparative Analysis; Educational Assessment; Educational Indicators; Academic Achievement; Achievement Tests; Achievement Gap; Systems Analysis; Educational Development; Reading Achievement; Student Characteristics; Socioeconomic Influences; Racial Composition; Standardized Tests; Statistical Analysis; Evaluation Methods; Regional Characteristics; Language of Instruction; Cultural Differences; Belgium + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; System analysis; Systemanalyse; Bildungsentwicklung; Leseleistung; Sozioökonomischer Faktor; Standadised tests; Standardisierter Test; Statistische Analyse; Regionaler Faktor; Teaching language; Unterrichtssprache; Kultureller Unterschied; Belgien
Abstract	The Belgian educational field includes separate educational systems reflecting the division of the country into linguistic communities. Even if the French-speaking and the Dutch-speaking communities keep sharing important similarities in terms of funding rules and structures, they present a huge gap between their respective pupils' achievement. The Belgian educational systems are then characterized by high levels of segregation; this paper aims to model the potential differential effect of school composition on pupils' achievement. Multilevel models are consequently tested on the Programme for International Student Assessment 2009 data (7184 respondents in 236 schools). Our results suggest that the position of pupils in the educational system still has a deep influence in a system that functions as a quasi-market and where grade repetition and tracking are widely used. Our analysis also confirms that academic and socio-economic compositions have an extra negative effect on pupils' achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10