09 SES 01 C, Relating Classroom-, School- and System-Level-Factors to Achievement
During the last decades the improvement of school effectiveness is emerging objective of education reform strategies around the world. Increasing emphasis on academic performance gives new importance to investigating factors that contribute to student achieving .While there is a wide literature about complexity of quality and effectiveness of education, the most prevalent analytical approach measure quality of schools on the base of students’ performance or test results. Previous analyses show that student achievement is determined both by individual characteristics and the school resources (including the quantity and quality of teachers) and also the efficiency with which those resources are used. Researches on students’ outcomes reveal that student performance is most influenced by family background around the word, at the same time the extent of this effect can vary among countries, among schools and over times. Past decade researches increasingly focuses on the school-level and system-level factors that can modify effect of family background on students’ educational outcomes.
Earlier researches reveal that easily-measured school characteristics such as schools facilities, class size or teaching hours have only modest effect on student performance. Equal access to education seems to have the greatest system-level impact on student performance, while teachers’ quality and classroom practice seem to be the most important factors of school-level impact on it. Although generally teachers act individually (alone, in the classroom), pedagogical work is considered not individual but collective action. Beyond individual qualities, motivation, ambition, commitment and experience of teachers, quality of teaching greatly affected by the support of professional community, school leadership and school climate. recent analyses emphasized that collective capacity building - shifting teachers from their isolated classroom practice to creating a collaborative culture based on interdependence, shared responsibility, and mutual accountability – seems to be one of the most important factor of school effectiveness.
Previous researches reveals two possible mechanism considering similar or different mechanism of school-effect on disadvantageous and advantageous students’ learning outcomes. “Cumulative effects model” suggest that effect of school on students’ outcome independent from pupils’ family background. Conversely, “protective model” propose that effect of school depends on the circumstances of individual students: students who have less advantageous family background can benefit more from good school than their luckier schoolmates – but maybe the negative effect of “bad” schools can also be stronger on less advantageous students’ performance than on the others.
Our present analysis based on individual-level linked data of National Assessment of Basic Competencies, Hungary, aims to contribute to the debate on “cumulative effects model” and “protective model” with some empirical evidence. While our analysis is based on data of a single country, the added value of national-level data construction allows us to conduct deeper analysis focusing on a more universal research question concerning the general mechanism of effect of school on student learning outcomes. Our basic research question is whether school-level determinants of students’ learning outcomes depend on the social-economic background of the pupils or does it the same for all?
Our main hypothesis is that less advantageous students’ achievement is effected stronger by the school than more advantageous ones, so quality of school is more important for the pupils who have disadvantageous family background than for their schoolmates with high social-economic background. Our additional hypothesis is that the effect of school features is stronger on individual level, time-based added values than on raw test scores.
FERGUSSON, D.M. - HORWOOD, L.J. (2003): Resilience to childhood adversity: results of a 21-year study,” in Luthar, S.S. (Ed.) Resilience and vulnerability: adaptation in the context of childhood adversities, Cambridge University Press, Cambridge. FULLAN, M. (2010): All Systems Go. The Change Imperative for Whole System Reform. Thousand Oaks, California: Corwin Press. FULLER, B. -CLARKE, P. (1994): Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules and pedagogy. Review of Educational Research, 64 pp 119-157. HANUSHEK E.A., RIVKIN, S.G. AND KAIN J.F. (2005): Teachers, Schools, and Academic Achievement”, Econometrica (73) 2, pp. 417-458. LEITHWOOD, K. A. - RIEHL, C. (2003): What we know about successful school leadership. Philadelphia, PA: Laboratory for Student Success, Temple University. LEITHWOOD, K. - DAY, C. - SAMMONS, P. – HARRIS, A. – HOPKINS, D. (2006): Successful School Leadership. What It Is and How It Influences Pupil Learning. NCSL RR800, University of Nottingham MASTEN, A.S. – BEST, K. M. – GARMZY, N. (1990):Resilience and development: contributions from the study of children who overcome adversity,” Development and Psychopathology, Vol. 2, pp. 425-444. MOURSHED, M., CHINEZI, C., & BARBER, M. (2010). How the world’s most improved systems keep getting better. London: McKinsey & Company. OECD (2005): Teachers Matter: Attracting, Developing and Retaining Effective Teachers, OECD, Paris. OECD (2011): Against the Odds: Disadvantaged Students who Succeed in School . PISA, OECD Publishing, Paris OECD (2012): Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OECD Publishing. OECD (2016a): PISA 2015 Results (Volume I): Excellence and Equity in Education. PISA, OECD Publishing, Paris OECD (2016b): PISA 2015 Results (Volume II): Policies and Practice for Successful Schools. PISA, OECD Publishing, Paris ROCKOFF, J. E. (2004): The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data, American Economic Review 94(2), pp. 247-252. SCHEERENS, J. - BOSKER, R. (1997): The Foundations of Educational Effectiveness. Oxford: Pergamon. VIGNOLES, A. (2010): Contextualised value added measures of school performance. Research project summary. Institute of Education, University of London. WENGLINSKY, H. (2002): How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). WÖSMANN , L. M. (2003) Schooling Resources, Educational Institutions and Student Performance: the International Evidence. Oxford Bulletin of Economics and Statistics Volume 65, Issue 2, pp 117–170
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.