Complex Inequalities of Educational Opportunities. A Large-Scale Longitudinal Study on the Relation Between Gender, Social Class, Ethnicity and School Success

Dekkers, H.P.J.M.; Bosker, Roel; Driessen, G.

doi:10.1076/1380-3611(200003)6:1;1-i;ft059

Cited by 57 publications

(31 citation statements)

References 11 publications

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“…How are we able to compute learning gains? Most researchers prefer to work with the achievement levels of the same students based on longitudinal data (Beckett, Tancredi, & Wilson, 2004;Dekkers, Bosker, & Driessen, 2000;Muthe´n & Khoo, 1998;Raudenbush, 1989;Sammons, 1995;Singer & Willett, 2003;Tymms, Merrell, & Henderson, 1997Willms, 1992). Longitudinal data, however, are not always available.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Reliability and validity in measuring the value added of schools

Grift¹

2009

School Effectiveness and School Improvement

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Instability in the school population between school entrance and school leaving is not ''just a problem of missing data'' but often the visible result of the educational problems in some schools and is, therefore, not merely to be treated as missing data but as indicator for the quality of educational processes. Even the most superior value-added model with corrections for premeasurement, gender, intelligence, age, socioeconomic and ethnic backgrounds of students is only valid for the detection of schools with the highest raw scores and the highest learning gains, but it is a very moderate predictor for the detection of schools with the lowest amount of students that lag behind and a bad predictor for the equity and efficiency of schools.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Reliability and validity in measuring the value added of schools

Grift¹

2009

School Effectiveness and School Improvement

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“…From these early findings, it became clear that, if schools mattered, then especially for disadvantaged students. Later studies (Brandsma & Knuver, 1989;Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988) made it clear that the junior years were very important in this respect, far more than the secondary stage (see also Dekkers, Bosker, & Driessen, 2000;Luyten, 2004;Sammons, 1995). In this respect, it is no wonder that educational policies in many countries focus primarily on primary schools to reduce the achievement arrears of students from low-SES and/or ethnic minority families.…”

Section: Introductionmentioning

confidence: 99%

School effects on students' progress – a dynamic perspective

Guldemond

Bosker

2009

School Effectiveness and School Improvement

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School effects on students' achievement are relatively small. Another approach, in which students' growth trajectories are the focal point of interest, is able to demonstrate more sizeable school effects. This approach is applied in a study into school compositional effects. The rationale of this study is that in Dutch primary education such compositional effects may not show up, because schools that have a disproportiate number of students from low socioeconomic families, especially if they are ethnic minorities, receive extra funding. The extra staff that they can hire should then at least counterbalance the negative school compositional effects. The study shows that growth of students is curvilinear, rather than linear, and that school effects on students' growth trajectories indeed are sizeable. School compositional effects could not be demonstated, which might be interpreted in a positive way: The extra staffing may indeed counterbalance potential compositional effects. Implications of the findings are discussed.

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“…Under certain circumstances, ethnic minority students have been shown to outperform their majority peers, particularly when they are male (Dekkers et al, 2000) or when their socioeconomic status is low (Strand, 2014).…”

Section: Students' Ethnicitymentioning

confidence: 99%