The Effect of Primary-School Quality on Academic Achievement Across Twenty-nine High- and Low-Income Countries
The Effect of Primary-School Quality on Academic Achievement Across Twenty-nine High- and Low-Income Countries
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29 个高收入和低收入国家小学质量对学业成绩的影响
DOI：
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发表时间：
1983
影响因子：
4.4
通讯作者：
W. Loxley
中科院分区：
文献类型：
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作者：
S. Heyneman;W. Loxley
以往关于学校教育影响的研究大多得出结论，学校或教师质量对学业成绩的影响小于家庭背景或学生入学前的其他特征。然而，这种普遍化的证据主要来自世界上少数几个学校系统（主要是在欧洲，北美和日本）。本文探讨了非洲，亚洲，拉丁美洲和中东的学生成绩的不同影响。与高收入国家的学生相比，在人均收入低的国家上小学的儿童在学校学习的时间相同后，学到的东西要少得多。同时，国家收入越低，学生的社会地位对成绩的影响就越弱。相反，在低收入国家，学校和教师质量对小学学业成绩的影响相对较大。这些数据比以往研究中使用的数据更能代表全世界的在校儿童人数，从这些数据可以得出结论，对学生学习的主要影响是儿童所接触的学校和教师的质量。
Most previous research on effects of schooling has concluded that the effect of school or teacher quality on academic achievement is less than that of family background or other characteristics of students that predate entry into school. However, the evidence for that generalization is derived mainly from a few of the world's school systems (mostly in Europe, North America, and Japan). This paper explores diverse influences on pupil achievement in Africa, Asia, Latin America, and the Middle East. Children who attend primary school in countries with low per capita incomes have learned substantially less after similar amounts of time in school than have pupils in high income countries. At the same time, the lower the income of the country, the weaker the influence of pupils' social status on achievement. Conversely, in low-income countries, the effect of school and teacher quality on academic achievement in primary school is comparatively greater. From these data, which are more representative of the world's population of schoolchildren than those used in previous studies, it is possible to conclude that the predominant influence on student learning is the quality of the schools and teachers to which children are exposed.