School Tenure and Student Achievement

Autor/in	Fan, Wen
Titel	School Tenure and Student Achievement
Quelle	In: School Effectiveness and School Improvement, 28 (2017) 4, S.578-607 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2017.1335645
Schlagwörter	Academic Achievement; Foreign Countries; Peer Groups; High School Students; Outcomes of Education; Secondary Schools; Student Mobility; Educational Improvement; Educational Environment; Peer Influence; Transfer Students; Statistical Analysis; Least Squares Statistics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Gleichaltrigengruppe; Peer Group; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Sekundarschule; Mobility; Mobilität; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulwechsel; Schulwechsel; Studienortwechsel; Statistische Analyse
Abstract	While much empirical research concerns job tenure, this paper introduces the concept of school tenure and further examines whether and how school tenure impacts student outcomes using a rich set of cohort data from England's secondary schools. Using the number of times a student switched schools during the academic year as an instrument to measure school tenure to fully account for endogeneity issues, the resulting two-stage least squares estimates suggest that the effects of school tenure are positive and heterogeneous across students. While advantaged students are more likely to gain when their own school tenure is longer, disadvantaged students benefit if their peers have longer tenure. This significant heterogeneous effect suggests that school tenure may not simply act as the inverse of school mobility but may represent a potential determinant of student achievement and an effective school-specific measure for policymakers and practitioners. The relevant implications are accordingly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01