Achievement-Related within-School Socioeconomic Gaps in Science Subjects in China: Evidence on Existence, Consistency, and Compensation

Autor/inn/en	Ma, Xin; Yuan, Jing; Luo, Xingkai
Titel	Achievement-Related within-School Socioeconomic Gaps in Science Subjects in China: Evidence on Existence, Consistency, and Compensation
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 4, S.511-533 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2016.1201122
Schlagwörter	Foreign Countries; Science Education; Science Instruction; Science Achievement; Multivariate Analysis; School Effectiveness; Socioeconomic Status; Achievement Gap; Academic Achievement; Educational Attainment; Parent Background; Mothers; Fathers; Parent Student Relationship; Inquiry; Biology; Physics; Earth Science; Correlation; Diagnostic Tests; Grade 3; Grade 8; Student Characteristics; China + Suchen Sie Ihr Suchwort? Ausland; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multivariate Analyse; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Schulleistung; Bildungsabschluss; Bildungsgut; Elternhaus; Mother; Mutter; Biologie; Physik; Earth sciences; Geowissenschaften; Korrelation; Diagnostic test; Diagnostischer Test; School year 03; 3. Schuljahr; Schuljahr 03; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Using data from the 2011 (Chinese) Student Academic Achievement Evaluation, we examined whether within-school socioeconomic gaps in science achievement exist across science subjects, how consistent they are, and whether there are relationships between school average science achievement and within-school socioeconomic gaps in science achievement. Results of multivariate multilevel analyses indicate that for both fathers and mothers within-school socioeconomic gaps in science achievement existed among schools but did not vary much across schools. School mean socioeconomic status and teacher experience were related to these gaps. Schools were strongly consistent in within-school socioeconomic gaps in science achievement across science subjects, and this consistency was independent of (robust to) student and school characteristics. The relationships between school average science achievement and within-school socioeconomic gaps in science achievement were rather weak among schools across science subjects, and the addition of school characteristics to student characteristics effectively demolished the relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01