What Aspects of Schooling Are Important? School Effects on Tertiary Entrance Performance

Autor/in	Marks, Gary N.
Titel	What Aspects of Schooling Are Important? School Effects on Tertiary Entrance Performance
Quelle	In: School Effectiveness and School Improvement, 21 (2010) 3, S.267-287 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Academic Achievement; Foreign Countries; Longitudinal Studies; Performance Factors; Predictor Variables; School Effectiveness; Standardized Tests; College Entrance Examinations; Data Interpretation; Educational Environment; Organizational Climate; Socioeconomic Influences; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungsindikator; Prädiktor; Schuleffizienz; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Data evaluation; Datenauswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Organisationsklima; Sozioökonomischer Faktor; Australien
Abstract	The purpose of this paper is to identify school effects on student performance for tertiary entrance in Australia, taking into account student-level predictors using longitudinal data from the 2003 Programme for International Student Assessment (PISA) study. It finds that aspects of schooling, such as positive attitudes to school and disciplinary climate, affect student performance at the student level but not generally at the school level. The socioeconomic context of schools has no effect on student performance when taking into account schools' academic context. Apart from academic context, teacher shortage, academic press, and teacher efficacy were the only school factors that had positive significant effects on student performance. The policy implications are that school-based policies are unlikely to improve performance or promote equity, but, instead, policies should focus more on students falling behind, who are found across the school system, not limited to a small proportion of schools with particular characteristics. (Contains 3 tables and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10