Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Effective schools, school segregation, and the link with school achievement
Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.ORCID iD: 0000-0002-8040-1618
Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.ORCID iD: 0000-0003-3573-6301
Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.ORCID iD: 0000-0001-7576-9410
Stockholm University, Faculty of Social Sciences, Department of Public Health Sciences.ORCID iD: 0000-0001-6606-2157
2018 (English)In: School Effectiveness and School Improvement, ISSN 0924-3453, E-ISSN 1744-5124, Vol. 29, no 3, p. 464-484Article in journal (Refereed) Published
Abstract [en]

This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (= 2,024) and the other among 9th-grade students (= 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body composition into consideration. In part, these associations are also identified within segregation profiles. Moreover, results show that school ethos acts as a mediator between school segregation profile and student achievement.

Place, publisher, year, edition, pages
2018. Vol. 29, no 3, p. 464-484
Keywords [en]
Effective schools, school achievement, school segregation, mediation, school ethos, Sweden
National Category
Social Sciences Interdisciplinary
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-156362DOI: 10.1080/09243453.2018.1470988ISI: 000452188200006OAI: oai:DiVA.org:su-156362DiVA, id: diva2:1205448
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2019-01-07Bibliographically approved

Open Access in DiVA

fulltext(1774 kB)55 downloads
File information
File name FULLTEXT01.pdfFile size 1774 kBChecksum SHA-512
64fc4145ec165e77c277d1a49354c11fb757fde5597623f5160192a4c37ceef1657f46e150b092765b50f4efe35601bd3020be619ce3f299d8edc5ece3f73e06
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Granvik Saminathen, MariaBrolin Låftman, SaraAlmquist, Ylva B.Modin, Bitte
By organisation
Department of Public Health Sciences
In the same journal
School Effectiveness and School Improvement
Social Sciences Interdisciplinary

Search outside of DiVA

GoogleGoogle Scholar
Total: 55 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 151 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf