The effect of schools and classes on mathematics achievement

School Effectiveness and School Improvement

Volumn 13, Issue 4, 2002, Pages 399-427

  Opdenakker, Marie Christine ^a   Van Damme, Jan ^b   De Fraine, Bieke ^b   Van Landeghem, Georges ^b   Onghena, Patrick ^b  

^a UNIVERSITY OF LEUVEN   (Belgium)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039922922     PISSN: 09243453     EISSN: None     Source Type: Journal    
DOI: 10.1076/sesi.13.4.399.10283     Document Type: Article

References (59)

1. Aitkin, M., & Longford, N. (1986). Statistical modelling issues in school effectiveness studies. Journal of the Royal Statistical Society, 149, 1-43.
2. Beaton, A.E., Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Kelly, D.L., & Smith, T.A. (1996). Mathematics achievement in the middle school years. Chestnut Hill, MA: Boston college, Center for the Study of Testing, Evaluation, and Educational Policy.
3. Bosker, R.J., Kremers, E.J.J., & Lugthart, E. (1990). School and instruction effects on mathematics achievement. School Effectiveness and School Improvement, 1, 233-248.
4. Bosker, R.J., & Scheerens, J. (1989). Issues in the interpretation of the effects of school effectiveness research. International Journal of Educational Research, 13, 741-751.
5. Bosker, R.J., & Witziers, B. (1996, April). The magnitude of school effects, or: Does it really matter which school a student attends? Paper presented at the Annual Meeting of the American Educational Research Association, New York, USA.
6. Bryk, A., & Raudenbush, S. (1992). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage Publications.
7. Caldas S., & Bankston, C., III (1997). Effect of school population socioeconomic status on individual academic achievement. Journal of Educational Research, 90, 269-277.
8. Coleman J., Campbell, E., Hobson, C. McPartland, J., Mood, A., Weinfall, F., & York, R. (1966). Equality of educational opportunity. Washington, DC: Department of Health, Education and Welfare.
9. Comber, L.C., & Keeves, J.P. (1973). Science education in nineteen countries: An empirical study. Stockholm, Sweden: Wiley.
10. Creemers, B.P.M. (1994). Effective instruction as a basis for effective education in schools. Tijdschrift voor Onderwijsresearch, 19, 3-16.
11. Creemers, B.P.M., & Reezigt, G.J. (1996). School level conditions affecting the effectiveness of instruction. School Effectiveness and School Improvement, 7, 197-228.
12. Dar, Y., & Resh, N. (1994). Separating and mixing students for learning: Concepts and research. Pedagogisch Tijdschrift, 19, 109-126.
13. De Fraine, B., Van Damme, J., & Onghena, P. (2002). The effect of schools and classes upon language achievement. Unpublished manuscript, K.U. Leuven, Secondary and Higher Education Research Centre, Leuven, Belgium.
14. Duru-Bellat, M., & Mingat, A. (1998). Importance of ability grouping in French "collèges" and its impact upon pupils' academic achievement. Educational Research and Evaluation, 4, 348-368.
15. Fraser, B.J., Walberg, H.J., Welch, W.W., & Hattie, J.A. (1987). Syntheses of educational productivity research. International Journal of Educational Research, 11, 145-252.
16. Fritz, R.L. (1992, December). A study of gender differences in cognitive style and conative volition. Paper presented at the American Vocational Education Research Association Session at the American Vocational Association Convention, St. Louis, MO.
17. Gray, J., Jesson D., & Sime, N. (1990). Estimating differences in the examination performances of secondary schools in six LEAs: A multilevel approach to school effectiveness. Oxford Review of Education, 16, 137-158.
18. Grisay, A. (1996). Evolution des acquis cognitifs et socio-affectifs des élèves au cours des annees de college [Evolution of cognitive and affective development in lower secondary education]. Liège, Belgium: Université de Liège.
19. Hill, P.W., & Rowe, K.J. (1996). Multilevel modelling in school effectiveness research. School Effectiveness and School Improvement, 7, 1-34.
20. Hoffer, T. (1992). Middle school ability grouping and student achievement in science and mathematics. Educational Evaluation and Policy Analysis, 14, 205-227.
21. Kennedy, E. (1992). A multilevel study of elementary male black students and white students. Journal of Educational Research, 86, 105-110.
22. Knuver, A., & Brandsma, H. (1993). Cognitive and affective outcomes in school effectiveness research. School Effectiveness and School Improvement, 4, 189-204.
23. Kreft, I.G.G. (1993). Using multilevel analysis to assess school effectiveness: A study of Dutch secondary schools. Sociology of Education, 66, 104-129.
24. Kulik, C. (1985, August). Effects of inter-class ability grouping on achievement and self-esteem. Paper presented at the Annual Convention of the American Psychological Association (93rd), Los Angeles, CA, USA.
25. Levine, D., & Lezotte, L. (1990). Unusually effective schools: A review and analysis of research and practice. Madison, WI: National Center for Effective Schools Research and Development.
26. McKnight, C., Crosswhite, F., Dossey, J., Kifer, E., Swafford, S.O., Travers, K.J., & Cooney, T.J. (1987). The underachieving curriculum: Assessing U.S. school mathematics from an international perspective. Chamaign, IL: Stipes Publishing.
27. Mooij, T., & Jansen, R. (1990). Theory and analysis of multilevel processes and effects: A two-level example on pupil achievement, competence and orientation. In P. van den Eeden, J. Hox, & J. Hauer (Eds.), Theory and model in multilevel research: Convergence or divergence? (pp. 35-54). Amsterdam: SISWO.
28. Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters. The junior years. Somerset, UK: Open Books.
29. Nuttall, D.L., Goldstein, H., Presser, R., & Rasbash, I. (1989). Differential school effectiveness. International Journal of Educational Research, 13, 769-776.
30. Opdenakker, M.-C., & Van Damme, J. (1997). Centreren in multilevelanalyse: Implicaties van twee centreringsmethoden voor het bestuderen van schooleffectiviteit [Centering in multilevel analysis: Implications of two centering methods for the study of school effectiveness]. Tijdschrift voor Onderwijsresearch, 22, 264-290.
31. Opdenakker, M.-C., & Van Damme, J. (1999, January) Relationship between school composition and school process characteristics and their effect on individual academic achievement. Paper presented at the International Congress for School Effectiveness and Improvement, San Antonio, TX, USA.
32. Opdenakker, M.-C., & Van Damme, J. (2000a). The importance of identifying levels in multilevel analysis: An illustration of the effects of ignoring the top or intermediate levels in school effectiveness research. School Effectiveness and School Improvement, 11, 103-130.
33. Opdenakker, M.-C., & Van Damme, J. (2000b). Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11, 165-196.
34. Opdenakker, M.-C., & Van Damme, J. (2001). Relationship between school composition and characteristics of school process and their effect on mathematics achievement. British Educational Research Journal, 27, 407-432.
35. Phillips, M. (1997). What makes schools effective? A comparison of the relationships of communitarian climate and academic climate to mathematics achievement and attendance during middle school. American Educational Research Journal, 34, 633-662.
36. Reezigt, G.J., & Weide, M.G. (1989). Effecten van differentiatie. Resultaten surveyonderzoek [Effects of grouping: A survey study]. Groningen, The Netherlands: RION.
37. Resh, N., & Dar, Y. (1992). Learning segregation in junior high-schools in Israel: Causes and consequences. School Effectiveness and School Improvement, 3, 272-292.
38. Reynolds, D., Teddlie, C., Creemers, B.P.M., Cheng, Y.C., Dundas, B., Green, B., Epp, J.R., Hauge, T.E., Schaffer, E.C., & Stringfield, S. (1994). School effectiveness research: A review of the international literature. In D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, & C. Teddlie (Eds.), Advances in school effectiveness research and practice (pp. 25-51). Oxford: Pergamon Press.
39. Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1979). Fifteen thousand hours: Secondary schools and their effects on children. London: Open Books.
40. Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools: A review of school effectiveness research. London: OFSTED.
41. Sammons, P., Nuttall, D., & Cuttance, P. (1993). Differential school effectiveness: Results from a reanalysis of the Inner London Education Authority's Junior School Project data. British Educational Research Journal, 19, 381-405.
42. Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging links: Effective schools and effective departments. London: Paul Chapman.
43. Scheerens, J. (1992). Effective schooling. Research, theory and practice. London, New York: Cassell.
44. Scheerens, J., & Bosker, R. (1997). The foundations of educational effectiveness. Oxford, UK: Pergamon.
45. Scheerens, J., & Creemers, B.P.M. (1989). Conceptualizing school effectiveness. International Journal of Educational Research, 13, 691-706.
46. Scheerens, J., Nanninga, H.C.R., & Pelgrum, W.H. (1989). Generalizability of instructional and school effectiveness indicators across nations; preliminary results of a secondary analysis of the IEA second mathematics study. In B.P.M. Creemers, T. Peters, & D. Reynolds (Eds.), School effectiveness and school improvement (pp. 199-209). Lisse, The Netherlands: Swets & Zeitlinger.
47. Schmidt, W.H., Jorde, D., Cogan, L., Barrier, E., Gonzalo, I., Moser, U., Shimizu, K., et al. (1996). Characterizing pedagogical flow: An investigation of mathematics and science teaching in six countries. Dordrecht, The Netherlands: Kluwer.
48. Snijders, T.A.B., & Bosker, R.J. (1999). Multilevel analysis. An introduction to basic and advanced multilevel modeling. London: Sage.
49. Teddlie, C. (1994). The integration of classroom and school process data in school effectiveness research. In D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, & C. Teddlie (Eds.), Advances in school effectiveness research and practice (pp. 111-132). Oxford: Pergamon Press.
50. Teddlie, C., & Reynolds, D. (Eds.). (2000). The international handbook of school effectiveness research. London: Falmer Press.
51. Thrupp, M. (1999). Schools making a difference. Let's be realistic. Buckingham, UK: Open University Press.
52. Van Damme, J., De Fraine, B., Van Landeghem, G., Opdenakker, M.-C., & Onghena, P. (2002). A new study on educational effectiveness in secondary schools in Flanders: AnN introduction. School Effectiveness and School Improvement (this issue).
53. Van Damme, J., De Troy, A., Meyer, J., Minnaert, A., Lorent, G., Opdenakker, M.-C., & Verduyckt, P. (1997a). Succesvol doorstromen in de aanvangsjaren van het secundair onderwijs [Successful passing through the first years in secondary education]. Leuven, Belgium: Acco.
54. Van Damme, J., De Troy, A., Meyer, J., Minnaert, A., Lorent, G., Opdenakker, M.-C., & Verduyckt, P. (1997b). De aanvangsjaren in het secundair onderwijs. Een eerste bundeling van resultaten van het LOSO-project. Bijlagen. [The first cycle of secondary education. A first collection of results of the LOSO-project. Appendix]. Leuven, Belgium: K.U. Leuven, Secondary and Higher Education Research Centre.
55. Van der Werf, M.P.C., & Weide, MG. (1991). Effectief onderwijs voor allochtone leerlingen [Effective instruction for immigrant students]. Tijdschrift voor Onderwijsresearch, 16, 231-243.
56. Verhoeven, J., Vandenberghe, R., Van Damme, J., Clement, M., Maetens, D., & Vergauwen, G. (1992). Schoolmanagement en kwaliteitsverbetering van het onderwijs. Een empirisch onderzoek in secundaire scholen [School management and quality improvement in education. An empirical research in secondary schools]. Leuven, Belgium: K.U. Leuven, Departement Pedagogische Wetenschappen, Studiegroep voor onderwijsbeleid en -begeleiding.
57. Walberg, H.J. (1984). Improving the productivity of American schools. Educational Leadership, 41, 19-27.
58. Willms, J.D. (1992). Monitoring school performance. A guide for educators. London: Falmer Press.
59. Witkin, H.A. (1979). Socialization, culture and ecology in the development of group and sex differences in cognitive style. Human Development, 22, 358-372.