The Spatial Implications of Academic Achievement in Year 12: Rethinking Discourses of Disadvantage in Rural Locations

Autor/inn/en	Dean, Jenny; Roberts, Philip; Downes, Natalie; Goldsmith, Ada
Titel	The Spatial Implications of Academic Achievement in Year 12: Rethinking Discourses of Disadvantage in Rural Locations
Quelle	In: Australian Journal of Education, 67 (2023) 1, S.94-114 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dean, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/00049441231155708
Schlagwörter	Rural Schools; Disadvantaged Schools; Academic Achievement; Grade 12; Foreign Countries; Secondary School Students; Family Characteristics; Institutional Characteristics; Socioeconomic Status; Social Differences; Equal Education; Mathematics Achievement; English Instruction; Rural Urban Differences; Australia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulleistung; School year 12; 12. Schuljahr; Schuljahr 12; Ausland; Sekundarschüler; Socio-economic status; Sozioökonomischer Status; Sozialer Unterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English langauage lessons; Englischunterricht; Stadt-Land-Beziehung; Australien
Abstract	Rurality is an identified point of disadvantage in measures such as the Index of Community Socio-Educational Advantage (ICSEA) and school resourcing models. However, socioeconomic disadvantage is commonly used as an explanation for lower average student achievement in rural locations. Thus, policies are often directed towards reducing disadvantage associated with socioeconomic status, and rurality is overlooked. This research tests the validity of these assumptions using a matched study approach. We examine data on New South Wales (NSW) students, schools and courses to investigate how the English and Mathematics achievement levels of students in their final year of secondary school are associated with family and school characteristics across locations. The findings show that socioeconomic variation does not fully account for differences in achievement in rural locations. Instead, rurality appears to mediate other effects on student achievement in a complex interplay of factors contributing to lower average results. This highlights the need to consider the specificities of rurality in schooling, particularly the role of rural knowledges and perspectives in schooling and student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01