Explaining Achievement Gaps between Students from Regional and Metropolitan Areas: Accounting for Socio-Demographic and School Climate Factors

Autor/inn/en	Perales, Francisco; Johnstone, Melissa; Xiang, Ning; Tomaszewski, Wojtek
Titel	Explaining Achievement Gaps between Students from Regional and Metropolitan Areas: Accounting for Socio-Demographic and School Climate Factors
Quelle	In: Australian Journal of Education, 67 (2023) 1, S.76-93 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perales, Francisco) ORCID (Xiang, Ning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/00049441231152943
Schlagwörter	Foreign Countries; Socioeconomic Background; Literacy; National Competency Tests; Numeracy; Achievement Gap; Context Effect; Outcomes of Education; Gender Differences; Indigenous Populations; Grade 3; Grade 5; Grade 7; Grade 9; Elementary School Students; Secondary School Students; Educational Environment; Longitudinal Studies; Rural Urban Differences; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Ausland; Sozioökonomische Lage; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Lernleistung; Schulerfolg; Geschlechterkonflikt; Sinti und Roma; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Stadt-Land-Beziehung; Australien
Abstract	Australian children from regional, rural and remote (RRR) areas exhibit lower educational outcomes than their peers in metropolitan areas. The mechanisms driving the comparatively poorer educational outcomes of children in RRR areas, however, are not well understood. This paper proposes and tests two sets of factors that may be responsible for these disparities: population socio-demographic composition and school climate. Using rich survey and linked administrative data from the "Longitudinal Study of Australian Children" (n = 9,248 observations), we estimate the relative contribution of these sets of factors to RRR children's disadvantage in NAPLAN numeracy test scores. Our results indicate that both socio-demographic and school climate factors account for part of the educational disparities between children in RRR and metropolitan areas. These findings suggest that hybrid policy approaches that tackle both the social determinants of educational success and use schools as an intervention site are required to close the achievement gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01