Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

Hansen, Kajsa Yang; Rosén, Monica; Gustafsson, Jan‐Eric

doi:10.1080/00313831.2011.554700

Cited by 22 publications

(14 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Sweden is an example of a decentralized education system that was centralized until the implementation of wide-reaching reforms in the early 1990s (Hansen et al 2011). The previously centralized Swedish school system has been thoroughly transformed into a highly decentralized and deregulated one, with a growing number of independent schools and parental autonomy in school choice (Björklund et al 2005).…”

Section: Centralized Versus Decentralizedmentioning

confidence: 99%

“…The previously centralized Swedish school system has been thoroughly transformed into a highly decentralized and deregulated one, with a growing number of independent schools and parental autonomy in school choice (Björklund et al 2005). Concurrently, examining multi-level effects of SES on reading achievement using data from IEA's Reading Literacy Study from 1991 and PIRLS data from 1991 to 2001, the SES effect appears to have increased in Sweden over time, with between-school differences being greater in 2001 than in 1991, suggesting school SES has a strong effect (Hansen et al 2011).…”

Section: Centralized Versus Decentralizedmentioning

confidence: 99%

See 1 more Smart Citation

Socioeconomic Inequality and Educational Outcomes

Broer

Bai

Fonseca

2019

IEA Research for Education

View full text Add to dashboard Cite

translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Regarding these commercial rights a non-exclusive license has been granted to the publisher. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

show abstract

Section: Centralized Versus Decentralizedmentioning

confidence: 99%

Section: Centralized Versus Decentralizedmentioning

confidence: 99%

Socioeconomic Inequality and Educational Outcomes

Broer

Bai

Fonseca

2019

IEA Research for Education

View full text Add to dashboard Cite

show abstract

“…However, recent research indicates that in the case of Sweden, the introduction of a market-based school system in the early 1990s has resulted in increased segregation between schools with respect to student socio-economic background (Vlachos, 2011). Additionally, the school SES-effect has strengthened over time (Yang Hansen, Rosén, & Gustafsson, 2011).…”

Section: Instructional Qualitymentioning

confidence: 99%

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

2019

View full text Add to dashboard Cite

This study explores how aspects of teacher quality are related to student achievement and students' perceptions of instructional quality on the basis of eighth grade TIMSS 2011 data for Sweden. Indicators of teacher quality are coursework in mathematics as measured by the number of semesters of studying mathematics, years of teaching experience and teacher self-efficacy beliefs. The study employs confirmatory factor analysis and structural equation modelling as primary methods. Results indicate that teachers with higher self-efficacy beliefs were rated by students as delivering higher instructional quality. However, this was not reflected in student achievement levels. Instead, with student socioeconomic and immigrant background under control, there was a significant positive relationship between coursework in mathematics and student mathematic achievement levels, as well as between student perceptions of instructional quality and achievement. Relations between teaching experience and student achievement followed a non-linear pattern, with the effect of teaching experience increasing up to 19 years and declining afterwards.

show abstract

“…This study extends knowledge of social segregation and inequality in European countries (Benito et al, 2014;Bernelius, & Vaattovaara, 2016;Böhlmark, Holmlund, & Lindahl, 2016;Musterd, Marcińczak, van Ham, & Tammaru, 2017;Yang Hansen, & Gustafsson, 2016, in press; Yang Hansen, Rosén, & Gustafsson, 2011). First, it uses cross-national standardized data to analyze the link between social segregation within education systems and socioeconomic gradients in student achievement across European countries.…”

Section: Contribution To the Literaturementioning

confidence: 91%

The socio-spatial dimension of educational inequality: A comparative European analysis

Burger

2019

Studies in Educational Evaluation

View full text Add to dashboard Cite

Given recent evidence of rising levels of social segregation in European countries, this study uses standardized data from the Program for International Student Assessment (n = 171,159; 50.5% male) to examine the extent to which education systems in Europe are socially segregated and whether social segregation in the school system affects achievement gaps between students of different social origin. Results suggest that the degree of social segregation within education systems varied substantially across countries. Furthermore, multilevel regression models indicate that the effect of socioeconomic status on student achievement was moderately but significantly stronger in more segregated education systems, even after controlling for alternative system-level determinants of social inequality in student achievement. These findings provide original evidence that social segregation in education systems may contribute to the intergenerational transmission of educational (dis)advantage and thus serve to exacerbate wider problems of socioeconomic inequality in Europe.

show abstract

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

Cited by 22 publications

References 14 publications

Socioeconomic Inequality and Educational Outcomes

Socioeconomic Inequality and Educational Outcomes

The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality

The socio-spatial dimension of educational inequality: A comparative European analysis

Contact Info

Product

Resources

About