School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis

Autor/inn/en	Corten, Rense; Dronkers, Jaap
Institution	University of Arkansas, Education Working Paper Archive
Titel	School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis
Quelle	(2006), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Private Schools; Secondary School Students; Socioeconomic Status; Academic Achievement; Socioeconomic Influences; Low Income Groups; Student Characteristics; Institutional Characteristics; School Effectiveness; Social Capital; School Choice; Austria; Belgium; Czech Republic; Denmark; Finland; France; Germany; Hungary; Ireland; Italy; Netherlands; New Zealand; Poland; Portugal; Spain; Sweden; Switzerland; United Kingdom; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Sekundarschüler; Socio-economic status; Sozioökonomischer Status; Schulleistung; Sozioökonomischer Faktor; Schuleffizienz; Sozialkapital; Choice of school; Schulwahl; Österreich; Belgien; Tschechische Republik; Dänemark; Finnland; Frankreich; Deutschland; Ungarn; Irland; Italien; Niederlande; Neuseeland; Polen; Spanien; Schweden; Schweiz; Großbritannien; USA
Abstract	We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .) (As Provided).
Anmerkungen	Education Working Paper Archive. Department of Education Reform, University of Arkansas, 201 Graduate Education Building, Fayetteville, AR 72701. Tel: 479-575-3172; Fax: 479-575-3196; e-mail: edreform@uark.edu; Web site: http://www.uark.edu/ua/der/EWPA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10