Socioeconomic Status, School Quality, and National Economic Development: A Cross‐National Analysis of the “Heyneman‐Loxley Effect” on Mathematics and Science Achievement

Baker, David P.; Goesling, Brian; LeTendre, Gerald K.

doi:10.1086/341159

Cited by 320 publications

(142 citation statements)

References 16 publications

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“…Such insightful findings motivated Baker et al (2002) two decades later to test whether the "Heyneman-Loxley effect" was still valid, considering there had been significant increases in enrolment and provision of school resources and there have not been a systematic review of the "Heyneman-Loxley effect". Baker et al (2002) examined data from the Third International Mathematics and Science Study (TIMSS) 3 of the 1990s and estimated using Ordinary Least Squares (OLS) 4 and observed that the "Heyneman-Loxley effect" had subsided.…”

Section: A=f(s Q C H I)mentioning

confidence: 99%

School resources and student achievement: A study of primary schools in Zimbabwe

Ndlovu¹

2018

Educ. Res. Rev.

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This study analyses the effects of school resources on student mathematics achievement in Zimbabwe using a 3-Level Hierarchical Linear Model (HLM). The major findings of the research are that a teacher trained in the relevant subject, class size, having a highly qualified school head and having a generally high resource endowment at school level improve student test scores. However, text book possession was seen as an insignificant predictor of student achievement. The implication of these findings is that resources owned by schools have an important effect on student test scores, suggesting that value and more attention should be given to what goes on in schools; as well as improving quality of human resources at school level. The study however has a limitation in that it does not fully explore all the probable school and class level determinants of student achievement due to data constraints.

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Section: A=f(s Q C H I)mentioning

confidence: 99%

School resources and student achievement: A study of primary schools in Zimbabwe

Ndlovu¹

2018

Educ. Res. Rev.

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“…Given the increasing importance of education in the knowledge society, one hypothesis is that parents with a higher level of education will put more emphasis on their children's development of knowledge and skills than parents with a lower level of education, and this difference will be more pronounced in countries with a high level of social and economic development than in countries with a lower level of development (e.g., Baker et al 2002;Chudgar and Luschei 2009;Chiu 2007;Heyneman and Loxley 1982). We thus expect the relation between parental education and student achievement to increase as a function of the country level of social and economic development.…”

Section: Previous Researchmentioning

confidence: 99%

Determinants of country differences in effects of parental education on children’s academic achievement

Hansen

Gustafsson

2016

Large-scale Assess Educ

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Background: In a previous study, the total, direct and indirect effects of parental education on reading, mathematics and science achievement have been estimated for Grade 4 pupils of 37 countries that participated in PIRLS and TIMSS 2011 studies (Gustafsson et al. in TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade-implications for early learning. pp 2013). Several theories proposed to account for the variation were reviewed. With this previous study as the point of departure, the current study was to identify determinants and mechanisms that can explain the substantial variation found in the relationship between parental education and school achievement across the 37 countries in the previous study. Methods: The effects estimated in Gustafsson et al. (TIMSS and PIRLS 2011:Relationships among reading, mathematics, and science achievement at the fourth grade-implications for early learning. pp 2013) formed the empirical data of the current study. In a first step of analysis the total, direct and indirect effects were described for the 37 countries, focusing on countries with a high and low level in these three respects. In the second step of analysis, two indicators of characteristics of the educational system, the Gini index as a measure of degree of economic inequality and the HDI as a measure of general societal development, were related to the estimated coefficients. Results:We found different patterns of relations with the direct and the indirect effects of parental education, and the direct and indirect effects therefore tended to cancel, so that small or no total effects were found. We also found opposite results when we investigated bivariate correlations and when we investigated partial correlation with HDI and Gini. Conclusion:The pattern of empirical findings thus is more complex than expect. There is, potentially, a large number of factors outside of the home which may be of importance mediating the relation between parental education and student achievement. However, the data available for the current study does not allow investigation of such factors, so this will be tasks for further research.

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“…The effect of family socioeconomic status (SES) was related to student achievement in the FIMS, indicating that the strong effect of family background noted in the contemporaneous Coleman Report (1966) was not restricted to the United States. More recent research has verified the continuing importance of family background to achievement in ILSAs (Baker et al, 2002;Woessman, 2004;Chudgar & Luschei, 2009;Montt, 2011). Methodological debates, particularly with respect to measuring SES, have resulted in varying estimates of SES-based inequality.…”

Section: Cross-country Differences In Within-country Variationmentioning

confidence: 99%

“…Sousa and Armor (2010) also found that school resources could shrink achievement gaps (see also Montt, 2011). However, whether this phenomenon persists -or indeed ever existed -has been called into question using many of the same individual-and school-level ILSA data (Baker et al, 2002;Chudgar & Luschei, 2009;Hanushek & Luque, 2003).…”

Section: Efforts To Mitigate Educational Inequalitymentioning

confidence: 99%

Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects

Schmidt

Burroughs

2013

Research in Comparative and International Education

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In this article, the authors review International Large-Scale Assessment (ILSA)-based research over the last several decades, with specific attention on cross-national analysis of mean differences between and variation within countries in mathematics education. They discuss the role of sampling design and 'opportunity to learn' (OTL) indicators to assess the use of ILSAs in examining educational inequalities such as tracking and explore improvements in ILSAs' capacity for studying classroom-level differences in instructional content.

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Socioeconomic Status, School Quality, and National Economic Development: A Cross‐National Analysis of the “Heyneman‐Loxley Effect” on Mathematics and Science Achievement

Cited by 320 publications

References 16 publications

School resources and student achievement: A study of primary schools in Zimbabwe

School resources and student achievement: A study of primary schools in Zimbabwe

Determinants of country differences in effects of parental education on children’s academic achievement

Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects

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