School Effects and Ethnic, Gender and Socio-Economic Gaps in Educational Achievement at Age 11

Autor/in	Strand, Steve
Titel	School Effects and Ethnic, Gender and Socio-Economic Gaps in Educational Achievement at Age 11
Quelle	In: Oxford Review of Education, 40 (2014) 2, S.223-245 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2014.891980
Schlagwörter	Socioeconomic Influences; Gender Differences; Ethnicity; Achievement Gap; Predictor Variables; Mainstreaming; Racial Differences; Educational Environment; Social Class; Attendance; Student Mobility; Special Needs Students; Age Differences; Scores; Models; Multivariate Analysis; Effect Size; Statistical Significance; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Geschlechterkonflikt; Ethnizität; Prädiktor; Rassenunterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Social classes; Soziale Klasse; Anwesenheit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Sonderpädagogischer Förderbedarf; Age; Difference; Age difference; Altersunterschied; Analogiemodell; Multivariate Analyse; Ausland
Abstract	There are long-standing achievement gaps in England associated with socio-economic status (SES), ethnicity and gender, but relatively little research has evaluated interactions between these variables or explored school effects on such gaps. This paper analyses the national test results at age 7 and age 11 of 2,836 pupils attending 68 mainstream primary schools in an ethnically diverse inner London borough. The groups with the lowest educational achievement and poorest progress were both Black Caribbean "and" White British low SES pupils. White British middle and high SES pupils made substantially more progress than White British low SES pupils, significantly increasing the SES gap over time. However low and high SES Black pupils made equally poor progress age 7-11. School effects on pupil progress were large, but there was no evidence of differential school effectiveness in relation to SES, ethnicity or gender. Low SES pupils in the more effective schools performed significantly better than high SES pupils in the less effective schools, but all pupils (both low and high SES) benefit from attending the more effective schools and so these schools do not eliminate the SES gap. The limits to change that may be achieved by schools alone are discussed. (As Provided).
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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10