2001 - Relationship Between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement

Attribution: Opdenakker, Marie-Christine, & Van Damme, Jan
Researchers: Jan Van DammeMarie-Christine Opdenakker
University Affiliation: University of Leuven, Belgium
Email: Marie-christine.opdenakker@ped.kuleuven.ac.be; jan.vandamme@ped.kuleuven.ac.be
Research Question:
Explores the relationship between school composition and characteristics of school process and investigates their effects on mathematics achievement.
Published: 1
Journal Name or Institutional Affiliation: British Educational Research Journal
Journal Entry: Vol. 27, No. 4, Pp. 407-432
Year: 2001
Findings:
  • 43% of variation in mathematics achievement is attributable to schools and classes (equally distributed among the two). When students background characteristics are controlled for, about half of the initial variation in schools and classes is reduced.
  • School composition variables account for much of the initial importance of school process variables. The joint effect of school composition and school process best explains students mathematics achievement.
  • School composition variables, namely, the ability level of the school – have an independent, positive effect on achievement, and more able students benefit most.
  • High ability students from low SES families are most sensitive to school composition.
Keywords: ClimateSES CompositionRegions: InternationalMethodologies: QuantitativeAnalysis Methods: Multilevel Models Sampling Frame:Flemish secondary students
Sampling Types: RandomData Types: Quantitative-Panel Data
Data Description:
  • Dataset is Longtudinaal Onderzoek Secundair Onderwijs (LOSO) which collects longitudinal data on students and secondary schools in Flanders, Belgium over a period of 7 years.
  • Sample includes 4,699 students enrolled in 52 schools and 276 classes.
  • – DV: Score on mathematics achievement test
  • – IV: Individual level- ability, sex, race (determined by whether students report speaking another language at home), and SES (father’s educational level); School level process variables- instruction and knowledge acquisition (general effectiveness-enhancing; cooperation, consensus and cohesion among staff; achievement orientation; differentiation; and school climate); School level mix (composition) variables- mean ability, mean SES, proportion of girls, and proportion of students speaking Dutch at home; heterogeneity of ability
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts