How Effective Are Poor Schools? Poverty and Educational Outcomes in South Africa

Autor/in	van der Berg, Servaas
Titel	How Effective Are Poor Schools? Poverty and Educational Outcomes in South Africa
Quelle	In: Studies in Educational Evaluation, 34 (2008) 3, S.145-154 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2008.07.005
Schlagwörter	Academic Achievement; Correlation; Foreign Countries; School Effectiveness; Disadvantaged Schools; Achievement Gap; Racial Differences; Student Evaluation; Socioeconomic Status; Socioeconomic Influences; School District Wealth; Predictor Variables; Social Indicators; Outcomes of Education; South Africa + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Ausland; Schuleffizienz; Rassenunterschied; Schulnote; Studentische Bewertung; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Prädiktor; Social indicator; Sozialer Indikator; Lernleistung; Schulerfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Given South Africa's divided past, it is imperative to improve educational outcomes to overcome labour market inequalities. Historically white and Indian schools still outperform black and coloured schools in examinations, and intraclass correlation coefficients (rho) reflect far greater between-school variance than for other countries. SACMEQ's rich data sets provide new possibilities for investigating relationships between educational outcomes, socio-economic status (SES), pupil and teacher characteristics, and school resources and processes. As a different data generating process applied in affluent historically white schools (test scores showed bimodal distributions), part of the analysis excluded such schools, sharply reducing rho. Test scores were regressed on various SES measures and school inputs for the full and reduced sample, using survey regression and hierarchical (multilevel or HLM) models. This shows that poor schools were least able to systematically overcome inherited socio-economic disadvantage. Schools diverged in their ability to convert inputs into outcomes, with large random effects in the HLM models. Outside of the richest schools, SES had only a mild impact on test scores, which were quite low in SACMEQ context. (Contains 3 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10