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ERIC Number: EJ1155467
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1558-2159
Students in Australian Catholic and Independent Schools Have More Positive Learning Environments: Evidence from the 2012 PISA Study
Marks, Gary N.
Journal of School Choice, v11 n3 p426-441 2017
Critics of Catholic and independent (nongovernment) schools in Australia contend that the higher levels of performance of students in nongovernment schools can be dismissed as simply a function of student- and especially school-level socioeconomic status (school-SES). A recent article extends this critique to school-sector differences in students' evaluations of their teachers and schools, arguing that the observable school-sector differences are because of differences in school-SES, not because of school-sector differences in their teachers and schools. In response, this article reviews these arguments and focuses on school-sector differences in students' evaluations of their teachers and schools using the Organization for Economic Development and Cooperation's (OECD) measures in the PISA 2009 study. On eight of the 10 attitudinal measures, students attending Catholic and independent schools have more positive evaluations and these school-sector differences survive controls for students' SES, their overall level of achievement and school-SES, which has no substantive influence. Although the effect sizes are generally small (0.06-0.26) their combined influence means that nongovernment school students enjoy superior learning environments which is likely to contribute to their generally higher levels of academic performance in senior secondary school.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A