Do Some Schools Narrow the Gap? Differential School Effectiveness Revisited

Autor/in	Strand, Steve
Titel	Do Some Schools Narrow the Gap? Differential School Effectiveness Revisited
Quelle	In: Review of Education, 4 (2016) 2, S.107-144 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3054
Schlagwörter	School Effectiveness; Hierarchical Linear Modeling; Children; Elementary School Students; Foreign Countries; Blacks; Ethnic Groups; Ethnicity; Gender Differences; Comparative Analysis; Correlation; White Students; Achievement Gap; Socioeconomic Status; Low Achievement; At Risk Students; Socioeconomic Influences; Educational Quality; Standardized Tests; Value Added Models; National Curriculum; Educational Attainment; Predictor Variables; Multiple Regression Analysis; Scores; Equal Education; Access to Education; Academic Achievement; Disadvantaged Youth; Elementary Education; Poverty; Test Results; Eligibility; Economically Disadvantaged; Lunch Programs; Local Government; School Districts; Disadvantaged Environment; Mathematics Tests; Science Tests; English; Minority Group Students; Multivariate Analysis; United Kingdom; United Kingdom (London) + Suchen Sie Ihr Suchwort? Schuleffizienz; Child; Kind; Kinder; Ausland; Black person; Schwarzer; Ethnie; Ethnizität; Geschlechterkonflikt; Korrelation; Socio-economic status; Sozioökonomischer Status; Unterdurchschnittliche Leistung; Sozioökonomischer Faktor; Quality of education; Bildungsqualität; Standadised tests; Standardisierter Test; Bildungsabschluss; Bildungsgut; Prädiktor; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Benachteiligter Jugendlicher; Elementarunterricht; Armut; Eignung; Mittagessen; Gemeindeverwaltung; School district; Schulbezirk; English language; Englisch; Multivariate Analyse; Großbritannien
Abstract	Relatively little research has explored whether schools differ in their effectiveness for different group of pupils (e.g. by ethnicity, poverty or gender), for different curriculum subjects (e.g. English, mathematics or science) or over time (different cohorts). This paper uses multilevel modelling to analyse the national test results at age 7 and age 11 of over 6,000 pupils attending 57 mainstream primary schools over three successive years in a socially and ethnically diverse inner London borough. The pupil groups with the poorest progress were White British pupils on Free School Meals (FSM) and Black Caribbean pupils, both those entitled and those not entitled to FSM. Differences between schools in average pupil progress were large, but there was no evidence of differential school effectiveness in relation to FSM, ethnicity or gender, all pupil groupings benefitted from attending the more effective schools and to a broadly similar extent. More effective schools "raised the bar" but did not "close the gap" suggesting that differences between schools in "quality" plays little role in equity gaps. While school residuals for different pupil groups were extremely highly correlated, school residuals were only moderately correlated across subjects (English, mathematics and science) and over time, with particularly poor stability for English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01