Do Schools Matter for Early School Leaving? Individual and School Influences in Australia

Autor/in	Marks, Gary N.
Titel	Do Schools Matter for Early School Leaving? Individual and School Influences in Australia
Quelle	In: School Effectiveness and School Improvement, 18 (2007) 4, S.429-450 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Academic Achievement; Foreign Countries; Socioeconomic Background; Socioeconomic Influences; Correlation; Institutional Characteristics; Dropout Research; School Role; Dropouts; High School Students; Place of Residence; Gender Differences; Racial Differences; Student Attitudes; Psychological Patterns; Social Class; Family Influence; Family Environment; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Sozioökonomische Lage; Sozioökonomischer Faktor; Korrelation; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wohnort; Geschlechterkonflikt; Rassenunterschied; Schülerverhalten; Social classes; Soziale Klasse; Familienmilieu; Australien
Abstract	It is often assumed that schools themselves play an important role in students not completing school. However, the literature is inconsistent on what school characteristics influence school leaving, and identified school effects may be spurious due to the absence, or poor measurement, of appropriate individual-level influences. The importance of schools on school leaving is examined in the Australian context using longitudinal data based on the Organisation for Economic Co-operation and Development (OECD)'s 2003 Program for International Student Assessment (PISA) study, which includes more comprehensive measures of socioeconomic background and student achievement than available previously. The strongest influence on school leaving was student performance in the PISA tests. Although there were sizable differences between schools in the proportion of school leavers, only a small proportion of schools showed significantly higher or lower levels of school leaving when individual-level influences were taken into account. The implications for policies on school leaving are discussed. (Contains 4 tables and 13 notes.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10