The complexity of school and neighbourhood effects and movements of pupils on school differences in models of educational achievement
The complexity of school and neighbourhood effects and movements of pupils on school differences in models of educational achievement
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学校和社区影响的复杂性以及学生的流动对教育成就模型中学校差异的影响
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发表时间：
2009
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通讯作者：
G. Leckie
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作者：
G. Leckie
概括。 关于学校教育成绩差异的传统研究使用多层次建模技术来考虑学生在学校内的嵌套情况。然而，众所周知，教育数据具有更复杂的非层次结构。当考虑中学教育期间学生流动对教育成就的影响时，这种结构的潜在重要性是显而易见的。学生在学校之间的流动表明，我们应该将学生建模为属于就读的一系列学校，而不仅仅是他们的最终学校。由于这些学校搬迁与居住搬迁密切相关，因此有必要额外探讨成绩是否也受到所居住社区历史的影响。本文利用国家学生数据库，结合多种会员资格和跨分类多层次模型，同时探讨中学、小学、社区和教育成绩之间的关系。结果显示，学生的移动性和成绩之间存在负相关关系，其强度在很大程度上取决于这些移动的性质和时间。对学生流动性的考虑还表明，学校和社区比之前的分析显示的更为重要。在孩子离开学校教育阶段后，强烈的小学效应似乎会持续很长时间。相比之下，社区的额外影响很小。至关重要的是，所有类型学生的学校影响的排名顺序对我们是否考虑多级数据结构的复杂性很敏感。
Summary. Traditional studies of school differences in educational achievement use multilevel modelling techniques to take into account the nesting of pupils within schools. However, educational data are known to have more complex non‐hierarchical structures. The potential importance of such structures is apparent when considering the effect of pupil mobility during secondary schooling on educational achievement. Movements of pupils between schools suggest that we should model pupils as belonging to the series of schools that are attended and not just their final school. Since these school moves are strongly linked to residential moves, it is important to explore additionally whether achievement is also affected by the history of neighbourhoods that are lived in. Using the national pupil database, this paper combines multiple membership and cross‐classified multilevel models to explore simultaneously the relationships between secondary school, primary school, neighbourhood and educational achievement. The results show a negative relationship between pupil mobility and achievement, the strength of which depends greatly on the nature and timing of these moves. Accounting for pupil mobility also reveals that schools and neighbourhoods are more important than shown by previous analysis. A strong primary school effect appears to last long after a child has left that phase of schooling. The additional effect of neighbourhoods, in contrast, is small. Crucially, the rank order of school effects across all types of pupil is sensitive to whether we account for the complexity of the multilevel data structure.