NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ861791
Record Type: Journal
Publication Date: 2009-Dec
Pages: 25
Abstractor: As Provided
Reference Count: 78
ISSN: ISSN-0924-3453
Achievement Inequalities in Hamburg Schools: How Do They Change as Students Get Older?
Caro, Daniel H.; Lehmann, Rainer
School Effectiveness and School Improvement, v20 n4 p407-431 Dec 2009
A handful of studies have found evidence of a gap in academic achievement between students of high- and low-socioeconomic status (SES) families. Furthermore, some scholars argue that the gap tends to widen as students get older. Evidence is, however, inconclusive and relies mostly on limited methodological designs. Drawing on the Hamburg School Achievement Census 1996 to 2000 (LAU 5, 7, and 9), the authors examined the trajectory of the math and reading achievement gap associated with SES from the age of 10 to 15 years by means of cross-random-effects, panel data, and hierarchical linear models (HLM). The use of 3 time points and statistical techniques well suited to the longitudinal data contribute to the methodological advance of measurement of the gap trend. The findings indicate a narrowing gap over the course of secondary school years and are interpreted in light of the relatively open and egalitarian school policies in Hamburg. (Contains 7 tables, 4 figures, and 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Grade 7; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany