Regional Differences in Educational Achievement among Swedish Grade 9 Students

Autor/in	Boman, Björn
Titel	Regional Differences in Educational Achievement among Swedish Grade 9 Students
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 4, S.610-625 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1897880
Schlagwörter	Grade 9; Academic Achievement; Secondary School Students; Grades (Scholastic); National Competency Tests; Correlation; Municipalities; High Achievement; Low Achievement; Geographic Regions; Comparative Analysis; Swedish; Second Language Learning; Second Language Instruction; Welfare Services; Achievement Tests; Rural Areas; Native Language; Case Studies; Socioeconomic Status; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Schulleistung; Sekundarschüler; Notenspiegel; Korrelation; Magistrat; Unterdurchschnittliche Leistung; Schwedisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Fürsorgeeinrichtung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rural area; Ländlicher Raum; Case study; Fallstudie; Case Study; Socio-economic status; Sozioökonomischer Status; Ausland; Schweden
Abstract	The current article examined educational achievement at lower-secondary level in Sweden (Grade 9), using grades and national test results (NTR) as the dependent variables. Linear regressions and bivariate correlations indicated that the proportion of highly-educated individuals in each municipality was positively associated with grades and NTR and that the proportion of welfare recipients and non-natives, as well as rural location, had negative associations. In relation to two case studies with fewer observations, teacher certification rates were more strongly correlated with higher achievement measures. Overall, the NTR of Swedish as a second language (SVA) pupils lowered the overall results in most municipalities. For instance, in low-performing municipalities the native students' NTR was virtually identical to that of the "high-performing" or "best" municipalities when SVA scores were removed. Thus, it seems misguided to highlight "successful" school municipalities whose performance is only average. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01