NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ882316
Record Type: Journal
Publication Date: 2010-Jun
Pages: 24
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1571-0068
Science and Mathematics Achievement in Australia: The Role of School Socioeconomic Composition in Educational Equity and Effectiveness
McConney, Andrew; Perry, Laura B.
International Journal of Science and Mathematics Education, v8 n3 p429-452 Jun 2010
In this study, we systematically unpack relationships among student socioeconomic status (SES), science and mathematics achievement, and student interest in science in the context of varying school socioeconomic composition. Using the most recent Programme for International Student Assessment dataset for Australia, we found that increases in school SES are consistently associated with substantial increases in science and mathematics performance. This pattern of association held for all groups regardless of their individual SES. However, our findings also show that students' interest in science was not associated with varying school SES, and only marginally and inconsistently associated with individual SES. We discuss policy implications and strategies for mitigating the influence of school socioeconomic composition on science and mathematics performance, and for the achievement of more equitable and effective educational outcomes generally.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Program for International Student Assessment