School Infrastructure and Resources Do Matter: Analysis of the Incidence of School Resources on the Performance of Latin American Students

Autor/inn/en	Murillo, F. Javier; Roman, Marcela
Titel	School Infrastructure and Resources Do Matter: Analysis of the Incidence of School Resources on the Performance of Latin American Students
Quelle	In: School Effectiveness and School Improvement, 22 (2011) 1, S.29-50 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Incidence; School Effectiveness; Foreign Countries; Latin Americans; Educational Facilities; Educational Resources; Academic Achievement; Achievement Rating; Comparative Education; Comparative Testing; Investigations; Predictor Variables; Performance Factors; School Surveys; Educational Improvement; Correlation + Suchen Sie Ihr Suchwort? Vorkommen; Schuleffizienz; Ausland; Latin America; People; Lateinamerika; Bevölkerung; Volk; Bildungsstätte; Bildungsmittel; Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Vergleichende Erziehungswissenschaft; Untersuchung; Prädiktor; Leistungsindikator; Teaching improvement; Unterrichtsentwicklung; Korrelation
Abstract	The purpose of this investigation is to determine the incidence of school infrastructure and resources and its impact on the academic performance of primary education students in Latin America. A 4-level multilevel model was applied to the data of the Second Regional Comparative and Explanatory Study (SERCE) conducted by UNESCO, which researched 180,000 students in the 3rd and 6th grades of primary education at 3,000 schools from 15 countries in Latin America. Results show that the availability of basic infrastructure and services (water, electricity, sewage), didactic facilities (sport installations, labs, libraries), as well as the number of books in the library and computers in the school do have an effect on the achievement of primary education students in Latin America, but their relative weight varies significantly from country to country. These results indicate the need to continue investment in resources and facilities and to incorporate this factor into school effectiveness models that are meant to become universal. (Contains 11 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10