Rangvid, Beatrice Schindler
School Composition Effects in Denmark: Quantile Regression Evidence from PISA 2000
Danish Institute of Governmental Research
Estimate the effect of the socioeconomic mix of the schools on students' test scores.
Journal Name or Institutional Affiliation:
Vol. 33, No. 2, pp. 359-388
- Differential school composition effects across the conditional reading score distribution, with students in the lower quantiles achieving the largest test score gains.
- Mathematics results suggest that high- and low ability students benefit equally from attending schools with a better student intake, and most results for science are only marginally significant.
- Results imply that mixing students of different background could improve equity of achievement for both reading and mathematics; however, the average skill level would improve only for reading literacy.
- In mathematics, mixing students would not raise average outcomes, because the detrimental effect on students in the higher quantiles would offset positive effects on those in the lower quartiles.
- The level of SES at the school appears to be significantly related to test scores in all three subjects, but there is no conclusive evidence as to whether the heterogeneity of the student body affects test scores.
- The effect of school composition is of similar magnitude for each test subject, though slightly smaller for reading skills when information on the learning environment is entered.
- For reading, and to some degree also for science, higher school-SES raises test scores at the lower end of the achievement distribution, while students at the (very) upper end are unaffected.
- School SES matters for high and low ability students alike.
Journal Article Empirical Research
Ability Groups, Composition, Math, Reading, SES, Science
Secondary Survey Data
Method of Analysis:
Quantile Regression Analysis
students grade 8 and 9
Unit of Analysis:
- OECD's Programme for International Student Assessment International PISA 2000 data concerning Denmark.
- Additionaly, it also used some administrative registers from Statistics Denmark.
- Sample size 4,175 for reading, 2,350 for math, and 2,314 for science
- DV: Reading, science an math literacy
- IV: Parental education, students living with both parents, student ethnicity parental income, parental academic interest, home cultural possessions, home educational resources, teachers behaviors, teacher morale, teacher support, and teacher student relations, ability composition, SES composition of school,