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ERIC Number: EJ889822
Record Type: Journal
Publication Date: 2010-Apr
Pages: 14
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0004-9441
School Socio-Economic Composition and Student Outcomes in Australia: Implications for Educational Policy
Perry, Laura; McConney, Andrew
Australian Journal of Education, v54 n1 p72-85 Apr 2010
It is established that the socio-economic status (SES) of individual students is strongly associated with academic achievement but less is known about this relationship when both student and school socio-economic status are considered. To examine these associations at a finer grain, with the intent of informing educational funding policy, we subjected Australia's 2003 PISA data set to secondary analysis to better understand the reading and mathematics achievement of students with varying SES, across a range of school SES groupings. Our descriptive analyses show that increases in school SES are consistently associated with increases in students' academic performance, and that this relationship holds regardless of individual students' SES. In Australia, the socio-economic profile of the school matters substantially in terms of academic achievement. We discuss the implications of these findings in the context of the current discussion around federal school funding policies, with particular attention given to the association of school composition with student achievement. (Contains 2 tables and 2 figures.)
Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary 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