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DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA

by Dupriez, Vincent , Dumay, Xavier

in Academic Achievement / Academic language / Analysis of covariance / Belgium / Cognition / Correlation / Cultural Background / Cultural Differences / Cultural heritage / Demographic indicators / Education / Education policy / Educational Environment / Educational research / Elementary Education / Elementary Schools / Empirical research / Foreign Countries / Gender Differences / Grade 6 / Institutional Characteristics / Language Usage / Literary criticism / Magnitude / Modeling / multi-level modelling / Multiculturalism & pluralism / Music analysis / Objectives / Organizational effectiveness / Population composition / Primary schools / Quality of education / school composition effect / School population / School segregation / Schools / Secondary schools / segregation / Sociocultural factors / Socioeconomic Status / Statistical variance / Student Diversity / Students / Variables / Written composition

2008

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DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA

by Dupriez, Vincent , Dumay, Xavier

2008

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DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA

by Dupriez, Vincent , Dumay, Xavier

2008

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Journal Article

DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA

Dupriez, Vincent,

Dumay, Xavier

2008

Overview

Even if the literature on the effects of pupil composition has been extensive, no clear consensus has been reached concerning the significance and magnitude of this effect. The first objective of this article is to estimate the magnitude of the school composition effect in primary schools (6th grade) in French-speaking Belgium. Different indicators of school composition are used: academic, socio-cultural, 'language' and sex composition. Except for sex composition, the results show that the school composition effect explains significant amount of between schools variance even after controlling for pupils' initial performance, socio-cultural background, and non-cognitive dispositions. The second objective is to examine covariance between school composition and several organisational variables and their joint effect on school performance. The second set of analyses is intended to question the conceptual nature of the school composition effect, establishing whether it is direct or indirect.

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Publisher

Taylor & Francis Group,Blackwell Publishing,Blackwell Publishing Ltd,Taylor & Francis Ltd

Subject

Academic Achievement

/ Academic language

/ Analysis of covariance

/ Belgium

/ Cognition

/ Correlation

/ Cultural Background