Effect of School Population Socioeconomic Status on Individual Academic Achievement

School Effects, Gender and Socioeconomic Differences in Reading Performance: A Multilevel Analysis

“…PISA 2009 study affirmed that, on average, students with more socio-economically advantaged backgrounds perform better (OECD, 2010a). Moreover, several researchers have attempted to identify features of schools where the relationship between SES and student achievement is stronger or weaker (see Caldas & Bankston, 1997;C. Howley & A. Howley, 2004;Lee, 2000;Lee & Bryk, 1989;Lee, Croninger, & Smith, 1997;Willms, 2003;Zhao, Valcke, Desoete, & Verhaeghe, 2012).…”

“…By contrast, many other studies have revealed that school characteristics make a significant difference in student achievement (e.g., Fuller & Clarke, 1994;Greenwald, Hedges & Laine, 2006;Lee, 2000;Willms & Somers, 2001). In particular, the importance of school structure variables, such as location and sector (e.g., Lubienski, 2006; Organisation for Economic Co-operation and Development [OECD], 2010a), school composition variables, such as school socioeconomic status (SES) (e.g., Caldas & Bankston, 1997;Ewijk & Sleegers, 2010;Ho & Willms, 1996;Konstantopoulos, 2006;Lee & Bryk, 1989), school environment (e.g., Ma & Klinger, 2000;OECD, 2010b), and school resources (e.g., Rutter & Maughan, 2002), has been demonstrated in previous research. These variables are also likely to relate to student achievement, because PISA 2009 results indicate that the average achievement in reading varies considerably across schools in Albania (OECD, 2010b).…”

A multilevel decomposition of school performance using robust nonparametric frontier techniques

“…However, although economists frequently take into account the contributions of Henderson et al (1978) and Summers and Wolfe (1977) as evidence of peer-group effects, the literature is not entirely unanimous in this respect and, as indicated by McEwan (2003), "some positive results are, nonetheless, inconsistent enough to give pause". This assertion would refer to some studies such as, for instance, Caldas andBankston (1997), or Winkler (1975).…”

Secondary student achievement, particularly in science, related to school size, student socio-economic status, per pupil expenditures, student mobility rate, and percentage of non-white students: A modified best-evidence synthesis

“…The one study is reported as follows. -Caldas and Bankston (1997) conducted a study in Louisiana that investigated the relationship between socioeconomic status and individual student achievement. The researchers used the mathematics, English language arts, and written composition components of the Louisiana Graduation Exit Examination (GEE) to measure student achievement.…”