Effectiveness of a Governmental Action to Improve Austrian Primary Schools -- Results of Multilevel Analyses Based on Repeated Cycles of Educational Standards Assessments

Autor/inn/en	Schmid, Christine; Trendtel, Matthias; Bruneforth, Michael; Hartig, Johannes
Titel	Effectiveness of a Governmental Action to Improve Austrian Primary Schools -- Results of Multilevel Analyses Based on Repeated Cycles of Educational Standards Assessments
Quelle	In: School Effectiveness and School Improvement, 31 (2020) 2, S.149-171 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmid, Christine) ORCID (Trendtel, Matthias) ORCID (Bruneforth, Michael) ORCID (Hartig, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1620294
Schlagwörter	Foreign Countries; Elementary Schools; Government School Relationship; Educational Improvement; Program Effectiveness; Mathematics Achievement; Reading Achievement; Hierarchical Linear Modeling; Longitudinal Studies; Educational Assessment; School Policy; Elementary School Students; Academic Support Services; Low Achievement; Second Language Learning; Austria + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Teaching improvement; Unterrichtsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Education; assessment; Bewertungssystem; Schulpolitik; Unterdurchschnittliche Leistung; Zweitsprachenerwerb; Österreich
Abstract	In 2005, the Austrian government committed all schools to develop school policies supporting the learning of their students. One purpose of the paper is to seek evidence for the effectiveness of this governmental action. A second purpose is to suggest a special kind of multilevel model which can be applied to longitudinal data at the school level when the outcome measure of interest is assessed at the individual student level. Analyses are based on 2 nation-wide educational standards assessments (2012 and 2015) and a preceding baseline assessment including n = 267 primary schools (2010). Results show that the implementation of support strategies by schools significantly moderated the increase in mathematic achievement between 2010 and 2013, but not in reading achievement between 2010 and 2015. However, the increase in reading achievement was moderated by the provision of additional courses for low-achieving students and for students with a foreign first language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01