Appropriate Modelling of School Compositional Effects: A Response to Malatinszky and Armor, and Marks

Autor/inn/en	Sciffer, Michael; Perry, Laura; McConney, Andrew
Titel	Appropriate Modelling of School Compositional Effects: A Response to Malatinszky and Armor, and Marks
Quelle	In: British Journal of Sociology of Education, 42 (2021) 5-6, S.627-632 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sciffer, Michael) ORCID (Perry, Laura) ORCID (McConney, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1959301
Schlagwörter	Models; School Demography; Institutional Characteristics; Socioeconomic Status; Socioeconomic Influences; Academic Achievement; Prior Learning; Criticism; Effect Size + Suchen Sie Ihr Suchwort? Analogiemodell; Schulbesuchsrate; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Schulleistung; Vorkenntnisse; Kritik
Abstract	We respond to Malatinszky and Armor's, and Marks' comments on our article recently published in this journal. We agree with Marks in the use of prior achievement to control for spurious effects in school effects research. Marks makes an incorrect statement about our article, refers to dated critiques, and presents an empirical demonstration with some problems. We agree with Malatinszky and Armor that school composition may have sufficient within-student variation to detect a potential effect on achievement growth in fixed-effects models. We argue that fixed-effects models exclude most of the variation in socioeconomic composition, are incapable of measuring the commonly defined conceptualisation of school composition and can mischaracterise the relative importance of socioeconomic composition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01