School Socio-Economic Composition and Student Outcomes in Australia: Implications for Educational Policy

Autor/inn/en	Perry, Laura; McConney, Andrew
Titel	School Socio-Economic Composition and Student Outcomes in Australia: Implications for Educational Policy
Quelle	In: Australian Journal of Education, 54 (2010) 1, S.72-85 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
Schlagwörter	Socioeconomic Status; Mathematics Achievement; Academic Achievement; Foreign Countries; Educational Policy; Reading Achievement; Schematic Studies; Comparative Analysis; Comparative Testing; Data Interpretation; Social Influences; Economic Factors; Standardized Tests; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Ausland; Politics of education; Bildungspolitik; Leseleistung; Schematheorie; Data evaluation; Datenauswertung; Sozialer Einfluss; Ökonomischer Faktor; Standadised tests; Standardisierter Test; Australien
Abstract	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.) (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10