Do School Segregation and School Resources Explain Region-of-Origin Differences in the Mathematics Achievement of Immigrant Students?

Dronkers, Jaap; Levels, Mark

doi:10.1080/13803610701743047

Cited by 45 publications

(37 citation statements)

References 4 publications

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“…Only after these student qualities are fully taken into account can the relative merits of the various education systems themselves be considered. As discussed above (Dronkers & Levels, 2007;De Fraine, van Damme, van Landeghem, Opdenakker, & Onghena, 2003;Caldas & Bankston, 1997), the ways in which students are organized into schools is directly related to their performance on standardized achievement tests.…”

Section: School Organization and Achievementmentioning

confidence: 99%

“…In particular, research has demonstrated that the distribution of students by socio-economic status (SES) and achievement level is directly related to the academic performance of individual students within countries (Dronkers & Levels, 2007;Caldas & Bankston, 1997). Put another way, the overall school context matters when it comes to individual student achievement (De Fraine, van Damme, van Landeghem, Opdenakker, & Onghena, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Application of Multilevel Latent Class Analysis to Identify Achievement and Socio-Economic Typologies in the 20 Wealthiest Countries

Finch

Marchant

2013

JEDP

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There has been increased interest in cross-national comparisons of educational achievement, particularly using the data provided through the Programme for International Student Assessment (PISA). The growing tendency in the popular media is to characterize such comparisons by ranking nations based upon mean achievement test scores. However, recent work has demonstrated that the way in which students are organized in schools has a impact on student achievement. The current study demonstrated the utility of a relatively new statistical technique, the nonparametric latent class model, to investigate the cross national organization of schools and its relationship to student achievement and socio-economic status. The results demonstrated that indeed, it is not enough to simply compare mean achievement performance across countries, but rather that the ways in which nations organize students into schools is also associated with test performance. The results of this study highlight both the importance of understanding school organizational context, and the analytic power of the nonparametric latent class model.

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Section: School Organization and Achievementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Application of Multilevel Latent Class Analysis to Identify Achievement and Socio-Economic Typologies in the 20 Wealthiest Countries

Finch

Marchant

2013

JEDP

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“…The central objective of this paper is to rectify 'tis deficiency. Our argument is that despite the slowly growing body of literature which confirms the educational inequities confronting migrant students, (Agirdag, et al, 2013, Dronkers andLevels, 2007), the aetiology of the problem has not yet been adequately exposed. We submit that the real source of the problem is the failure of the 'school segregation legislation policy' itself.…”

Section: Global Issues Of Internal Migrant Childrenmentioning

confidence: 87%

School Segregation Policy and Its Educational Ramifications for Internal Migrant Children in Urban China

Liu¹,

Laura²

2017

AJSSS

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This paper reviews the current state of education for internal migrant children in urban China, with the aim of teasing out its ramifications for pedagogic equity expressed as performance outcomes. In recent years migrant children have been segregated predominantly in urban migrant schools, whereas students with a higher socioeconomic status may have access to integrated public schools populated mostly by urban children. This paper analyses publicly accessible policy papers and relevant scholarly literature to provide a contextualised interpretation of school segregation, with an aim to advance societal recognition of and responsibility for the inequities associated with the education of migrant children in China. Our intention is to tease out and make more transparent than has to date happened the implications of these disparities and inequities. It is to be hoped that this information will encourage policy makers to acknowledge that the amelioration of inequities in performance depends on reforming the current segregation procedures and administrative protocols which fail to maximise the access to equal educational opportunities to which Chinese migrant students should be entitled.

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“…En el segundo, numerosas investigaciones han confirmado los efectos nocivos de la segregación social de los centros sobre los resultados académicos de los estudiantes (DRONKERS y LEVELS, 2007;DUPRIEZ, 2009;HINDRIKS et al, 2010;WILLMS, 1986). En la perspectiva del potencial efecto de los recursos sociales, la segregación puede reducir las redes sociales, limitar las expectativas personales y facilitar el 'contagio' de normas y valores que minan la predisposición al aprendizaje y la adquisición de conocimiento (BRÄNNSTRÖM, 2008;JENCKS y MAYER, 1990).…”

Section: Políticas Públicas Y Gestión De Los Recursosunclassified

Desigualdades territoriales en España e Italia : nuevas evidencias a partir de la evaluación PISA-2009

Donato¹,

Esteban²

2012

REEC

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RESUMENEl artículo investiga los factores de desarrollo territorial y de gestión del sistema educativo que explican las desigualdades educativas de los estudiantes entre las regiones italianas y entre las comunidades autónomas españolas. A partir de la base de datos OCDE PISA 2009 y de la imputación de indicadores agregados a nivel regional, se han elaborado modelos de regresión multinivel para estimar los efectos. Los resultados muestran como ambos países comparten un patrón similar en términos de diferenciación territorial en materia de eficacia educativa. No obstante, las dife-

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Do School Segregation and School Resources Explain Region-of-Origin Differences in the Mathematics Achievement of Immigrant Students?

Cited by 45 publications

References 4 publications

Application of Multilevel Latent Class Analysis to Identify Achievement and Socio-Economic Typologies in the 20 Wealthiest Countries

Application of Multilevel Latent Class Analysis to Identify Achievement and Socio-Economic Typologies in the 20 Wealthiest Countries

School Segregation Policy and Its Educational Ramifications for Internal Migrant Children in Urban China

Desigualdades territoriales en España e Italia : nuevas evidencias a partir de la evaluación PISA-2009

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