Perry Laura B, Saatcioglu Argun, Mickelson Roslyn Arlin
School of Education, Murdoch University, Perth, Australia.
School of Education and Human Sciences, University of Kansas, Lawrence, USA.
Large Scale Assess Educ. 2022;10(1):17. doi: 10.1186/s40536-022-00137-5. Epub 2022 Nov 11.
While the relationship between school socioeconomic composition and student academic outcomes is well established, knowledge about differential effects is not extensive. In particular, little is known whether the relationship differs for students with varying levels of academic performance. We examined whether the school socioeconomic composition effect on academic achievement is stronger or weaker for high-performing students than for average- and low-performing students. Australia is a theoretically interesting case study as it has high levels of school socioeconomic segregation compared to other economically developed countries.
We conducted quantile regression analysis using data from the Australia PISA 2018 sample (N = 14,273 15-year-old students). We examined the effect of school socioeconomic status (school SES) on student performance in reading, mathematical and scientific literacy.
We found that the school socioeconomic composition effect is substantial and is similar for all students, regardless of their level of academic performance. The findings also show that school SES is a stronger predictor than student SES for all student performance quintiles, and the size of the school SES effect relative to the size of student SES effect is larger in lower performance quintiles.
These results indicate no differential effect of school SES on reading, mathematical or scientific literacy for students of varying levels of academic performance. The relationship is similarly strong and positive for high-performing students as it is for their lower performing peers. As school SES is a strong predictor for all students regardless of their level of academic performance, we argue that equity of educational outcomes can be best achieved by policies and structures that promote socioeconomically mixed rather than segregated schools. We also call for more research that seeks to identify and understand possible differential effects of school socioeconomic composition on a range of academic and non-cognitive student outcomes.
虽然学校社会经济构成与学生学业成绩之间的关系已得到充分证实，但关于差异效应的了解并不广泛。特别是，对于学业成绩不同水平的学生，这种关系是否存在差异知之甚少。我们研究了学校社会经济构成对学业成绩的影响，对于成绩优异的学生而言，与成绩中等和较差的学生相比，这种影响是更强还是更弱。澳大利亚是一个在理论上很有趣的案例研究，因为与其他经济发达国家相比，它的学校社会经济隔离程度很高。
我们使用来自2018年澳大利亚国际学生评估项目（PISA）样本（N = 14273名15岁学生）的数据进行了分位数回归分析。我们研究了学校社会经济地位（学校SES）对学生阅读、数学和科学素养成绩的影响。
我们发现，学校社会经济构成效应很大，并且对所有学生来说都是相似的，无论他们的学业成绩水平如何。研究结果还表明，对于所有学生成绩五分位数而言，学校SES比学生SES是更强的预测因素，并且在较低成绩五分位数中，学校SES效应相对于学生SES效应的大小更大。
这些结果表明，学校SES对不同学业成绩水平的学生在阅读、数学或科学素养方面没有差异效应。对于成绩优异的学生和成绩较差的同龄人来说，这种关系同样强烈且呈正相关。由于学校SES对所有学生来说都是一个强大的预测因素，无论他们的学业成绩水平如何，我们认为，通过促进社会经济混合而非隔离的学校的政策和结构，可以最好地实现教育成果的公平。我们还呼吁进行更多研究，以确定和理解学校社会经济构成对一系列学业和非认知学生成果可能产生的差异效应。
