National Income, Income Inequality, and the Importance of Schools: A Hierarchical Cross-National Comparison

Autor/inn/en	Chudgar, Amita; Luschei, Thomas F.
Titel	National Income, Income Inequality, and the Importance of Schools: A Hierarchical Cross-National Comparison
Quelle	In: American Educational Research Journal, 46 (2009) 3, S.626-658 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831209340043
Schlagwörter	Income; Comparative Education; Family Characteristics; Academic Achievement; Cross Cultural Studies; International Education; School Role; Grade 4; Educational Trends; Mathematics Education; Mathematics Achievement; Poverty; Achievement Gap; Socioeconomic Status + Suchen Sie Ihr Suchwort? Einkommen; Vergleichende Erziehungswissenschaft; Schulleistung; Cultural comparison; Kulturvergleich; Internationale Erziehung; School year 04; 4. Schuljahr; Schuljahr 04; Bildungsentwicklung; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Armut; Socio-economic status; Sozioökonomischer Status
Abstract	The international and comparative education literature is not in agreement over the role of schools in student learning. The authors reexamine this debate across 25 diverse countries participating in the fourth-grade application of the 2003 Trends in International Mathematics and Science Study. The authors find the following: (a) In most cases, family background is more important than schools in understanding variations in student performance; (b) schools are nonetheless a significant source of variation in student performance, especially in poor and unequal countries; (c) in some cases, schools may bridge the achievement gap between high and low socioeconomic status children. However, schools' ability to do so is not systematically related to a country's economic or inequality status. (Contains 8 tables and 15 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10