ERIC Number: ED406511
Record Type: RIE
Publication Date: 1997-Mar
Reference Count: N/A
The School Mix Effect: How the Social Class Composition of School Intakes Shapes School Processes and Student Achievement.
The existence of a contextual effect of the social class composition of a school's intake on individual student performance--the school mix effect--has long been debated in qualitative school effectiveness literature. This paper reports on a qualitative study of four New Zealand urban secondary schools of varying social class composition (and ethnicity) designed to shed light on a school mix effect by examining possible causal mechanisms. One low-socioeconomic status school was compared with three middle-class schools. Evidence was found to support a whole-school explanation for a school mix effect stemming from the cumulative effects of reference groups, instructional practices, and organizational and management practices. Implications for research and policy are suggested. Addressing the effects of school mix effect should be part of the policy agenda for reducing educational inequity. (Contains 1 table, 2 figures, and 60 references.) (Author/SLD)
Descriptors: Academic Achievement, Educational Environment, Effective Schools Research, Elementary Secondary Education, Ethnography, Foreign Countries, Maori (People), Minority Groups, Organizational Effectiveness, Pacific Islanders, Policy Formation, Racial Composition, School Effectiveness, Social Class, Socioeconomic Status, Urban Schools
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: New Zealand
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). For related document, see UD 031 676.