Do some schools narrow the gap? Differential school effectiveness revisited
Do some schools narrow the gap? Differential school effectiveness revisited
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有些学校是否缩小了差距？
DOI：
10.1002/rev3.3054
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发表时间：
2016
影响因子：
1.4
通讯作者：
S. Strand
中科院分区：
文献类型：
--
作者：
S. Strand
关于学校对不同学生群体（如种族、贫困或性别）、不同课程科目（如英语、数学或科学）或不同时间（不同群体）的有效性是否不同的研究相对较少。本文采用多层次模型来分析在7岁和11岁的国家测试结果超过6,000名学生参加57所主流小学连续三年在一个社会和种族多元化的内部伦敦自治市。进步最差的学生群体是享受免费校餐的英国白色学生和加勒比黑人学生，包括享受和不享受免费校餐的学生。学校之间在学生平均进步方面的差异很大，但没有证据表明密克罗尼西亚联邦、种族或性别在学校效率方面存在差异，所有学生群体都从就读效率较高的学校中受益，而且程度大致相同。更有效的学校“提高了标准”，但没有“缩小差距”，这表明学校之间在“质量”方面的差异在公平差距中起不了什么作用。虽然不同学生群体的学校残差具有极高的相关性，但学校残差在不同科目（英语，数学和科学）之间以及随着时间的推移仅具有中度相关性，英语的稳定性特别差。
Relatively little research has explored whether schools differ in their effectiveness for different group of pupils (e.g. by ethnicity, poverty or gender), for different curriculum subjects (e.g. English, maths or science) or over time (different cohorts). This paper uses multilevel modelling to analyse the national test results at age 7 and age 11 of over 6,000 pupils attending 57 mainstream primary schools over three successive years in a socially and ethnically diverse inner London borough. The pupil groups with the poorest progress were White British pupils on Free School Meals (FSM) and Black Caribbean pupils, both those entitled and those not entitled to FSM. Differences between schools in average pupil progress were large, but there was no evidence of differential school effectiveness in relation to FSM, ethnicity or gender, all pupil groupings benefitted from attending the more effective schools and to a broadly similar extent. More effective schools ‘raised the bar’ but did not ‘close the gap’ suggesting that differences between schools in "quality" plays little role in equity gaps. While school residuals for different pupil groups were extremely highly correlated, school residuals were only moderately correlated across subjects (English, maths and science) and over time, with particularly poor stability for English.