Do schools matter for early school leaving? Individual and school influences in Australia.

Autor/in	Marks, Gary N.
Titel	Do schools matter for early school leaving? Individual and school influences in Australia.
Quelle	In: School effectiveness and school improvement, 18 (2007) 4, S. 429-450Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243450701712528
Schlagwörter	Längsschnittuntersuchung; Familie; Schule; Schülerleistung; Datenanalyse; Soziokulturelle Bedingung; Sozioökonomische Lage; Abbruch; Einflussfaktor; PISA (Programme for International Student Assessment); Australien
Abstract	It is often assumed that schools themselves play an important role in students not completing school. However, the literature is inconsistent on what school characteristics influence school leaving, and identified school effects may be spurious due to the absence, or poor measurement, of appropriate individual-level influences. The importance of schools on school leaving is examined in the Australian context using longitudinal data based on the Organisation for Economic Co-operation and Development (OECD)'s 2003 Program for International Student Assessment (PISA) study, which includes more comprehensive measures of socioeconomic background and student achievement than available previously. The strongest influence on school leaving was student performance in the PISA tests. Although there were sizable differences between schools in the proportion of school leavers, only a small proportion of schools showed significantly higher or lower levels of school leaving when individual-level influences were taken into account. The implications for policies on school leaving are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2