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How Much of the Variation in Literacy and Numeracy Can Be Explained by School Performance
| Content Provider | Semantic Scholar |
|---|---|
| Author | Leigh, Andrew Thompson, Héctor H. |
| Copyright Year | 2008 |
| Abstract | Family background is known to have a substantial impact on students' literacy and numeracy results. This raises questions about whether any of the remaining differences in results are due to school performance — or whether they are merely due to random noise. This article reviews research from the OECD's Programme for International Student Assessment (PISA) study, based on student-level analysis. It then presents new evidence based on publicly reported school-level data from Western Australia. Combining test results with data on schools’ socioeconomic characteristics, this study estimates the degree to which some schools outperform those with similar characteristics. On a 'like schools' basis, school differences are shown to be persistent across subjects, grades and years. |
| Starting Page | 63 |
| Ending Page | 78 |
| Page Count | 16 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://people.anu.edu.au/andrew.leigh/pdf/LikeSchools.pdf |
| Alternate Webpage(s) | http://archive.treasury.gov.au/documents/1421/PDF/05_Variation_Literacy_Numeracy_explained_by_School_Performance.pdf |
| Alternate Webpage(s) | http://andrewleigh.org/pdf/LikeSchools.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
