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ERIC Number: EJ1120032
Record Type: Journal
Publication Date: 2016-Dec
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0007-0998
The Long-Term Differential Achievement Effects of School Socioeconomic Composition in Primary Education: A Propensity Score Matching Approach
Belfi, Barbara; Haelermans, Carla; De Fraine, Bieke
British Journal of Educational Psychology, v86 n4 p501-525 Dec 2016
Background: The effects of school socio-economic composition on student achievement growth trajectories have been a hot topic of discussion among politicians around the world for many years. However, the bulk of research investigating school socio-economic composition effects has been limited in important ways. Aims: In an attempt to overcome the flaws in earlier research on school socio-economic composition effects, this study used data from a large sample, followed students throughout primary education, addressed selection bias problems, identified the grade(s) in which school socio-economic composition mattered the most, and studied the differential effects of school socio-economic composition by individual socio-economic status (SES). Sample: In a longitudinal design with seven occasions of data collection, the authors drew on a sample of N = 3,619 students (age at T1 about 5 years, age at T7 about 12 years) from 151 primary schools in Flanders (the northern part of Belgium). Method: Students in low-, medium-, high-, and mixed-SES schools were matched using propensity scores. To compare students' achievement growth trajectories in the different school compositions, multilevel regression modelling with repeated measurements was applied. Results: The results showed that students had more positive achievement growth in high-SES as compared to low-SES and mixed-SES schools. In two of the three comparisons, students in mixed-SES schools showed the lowest math development. The negative effects of mixed-SES schools on math achievement growth were the strongest for high-SES students. Conclusions: Our findings contribute to the ongoing discussion on the effects of school socio-economic composition on student achievement growth.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A