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When you are not alone: school composition by family structure and students’ academic achievements in South Korea

By Lim, Youngshin.
Routledge Taylor & Francis Group, 2024 , This study examines inequality based on family structure within the school environment, focusing on South Korea’s standardized education system. Previous research has pointed to potential challenges associated with a high concentration of students from single-parent families in schools. However, in the context of a standardized education system that aims to minimize variation across schools, these dynamics may manifest in different patterns. Using a nationwide administrative data set, the National Assessment of Educational Achievement, this study finds a significant interaction effect between the proportion of students from single-parent families within schools and the academic achievement, which is particularly pronounced for students from single-parent families. The results suggest that institutional contexts may play a significant role in reducing educational disparities associated with family structure, thereby providing schools pathways to mitigate the academic challenges prevalent among students from diverse family backgrounds.

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Academically resilient students: searching for differential teacher effects in mathematics

By Anastasou, Maria.
Routledge Taylor & Francis Group, 2024 , This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants were all teachers (N = 66) of 14 schools in socioeconomically disadvantaged areas who teach mathematics to students of Grades 4–6 (N = 904). Teacher factors were measured through a student questionnaire, whereas mathematics achievement at the beginning and the end of the school year was measured through written tests. Student background characteristics were measured through a student questionnaire. Information on parents’ occupational status was also collected. Multilevel modelling analysis revealed that all teacher factors explain variation in mathematics achievement. Differential effects for all factors but modelling and assessment were identified. Implications of findings are discussed.

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Quality of teaching at secondary schools in Nicaragua, South Korea, and the Netherlands

By Grift, Wim J. C. M. Van De.
Routledge Taylor & Francis Group, 2024 , What are the differences in teaching quality in countries with large cultural and economic differences, such as Nicaragua, South Korea, and the Netherlands? Can these differences be bridged with training programmes? In Nicaragua, South Korea, and the Netherlands, respectively 271, 407, and 144 English and mathematics teachers in secondary education were observed by specially trained observers. The difference in teaching quality between Nicaraguan teachers and teachers in South Korea and the Netherlands is about 1.5 SD. The difference between Dutch and South Korean teachers is about .13 SD. After 160 hr of teacher training, in combination with training of observers in reliable observation, the Nicaraguan teachers grew slightly more than 1 SD. Further research should check whether a growth in teaching skills of teachers in developmental countries is accompanied by a growth in learning performance of students.

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Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness

By Kuzmanic, Danilo.
Routledge Taylor & Francis Group, 2024 , The COVID-19 pandemic-associated learning losses were unequal across school subjects and sociodemographic groups. This study posits that these losses are also heterogeneous based on pre-pandemic school effectiveness, that is, the value schools added above the expected students’ learning based on their socioeconomic background. Using national-scale standardized mathematics and reading test scores, we compared learning losses between 2013–2018 (pre-pandemic) and 2022 at the school level in Chile and examined how they varied according to an indicator of schools’ pre-pandemic effectiveness. Schools with high effectiveness underwent the highest pandemic-driven losses, especially in mathematics. These losses were more pronounced as schools reopened later and students’ post-pandemic attendance decreased. Educational policies should adjust to this heterogeneity. While high-vulnerability, high-effectiveness schools require support to mitigate the pandemic’s effects, low-effectiveness schools must enhance their capacity to foster student learning beyond these impacts.

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Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness

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How does leadership affect teacher collaboration? Evidence from teachers in US schools

By Ma, Xiaorong.
Routledge Taylor & Francis Group, 2024 , The research literature reports that teacher collaboration has great potential to increase various teachers’ competencies; however, less has been said about how leaders can facilitate and support the development of these collaborations. This study examines the relative impact of distributed leadership practices, teacher professional learning, and innovative climate on teacher collaboration. Data are from the Organisation for Economic Cooperation and Development (OECD) 2018 Teaching and Learning International Survey (TALIS). The sample consists of 2,324 teachers from 159 US lower secondary schools. Results indicate that distributed leadership has a direct and indirect impact on teacher collaboration in that professional learning and innovative climate serve as mediators for the leadership–collaboration relationship. The findings imply a potential benefit to be gained from distributing leadership among various stakeholders throughout the school, as well as expanding access to improve collaborative pedagogical practice among teachers.

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The strengths and limitations of using quantitative data to inform school inspections

By Jerrim, John.
Routledge Taylor & Francis Group, 2024 , School inspections are a common feature of many education systems. These may be informed by quantitative background data about schools. It is recognised that there are pros and cons of using such quantitative information as part of the inspection process, though these have rarely been succinctly set out. This paper seeks to fill this gap by presenting arguments both for and against the use of quantitative data in informing school inspections. We argue that while quantitative data provide objective information about important outcomes, their usefulness is limited somewhat by a range of factors including missing data, small sample sizes, the creation of perverse incentives, and the fact that most readily available measures capture aspects other than school quality. We conclude by discussing how the Office for Standards in Education, Children’s Services and Skills (Ofsted) – the school inspectorate in England – currently makes the trade-off between these pros and cons.

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Effects of between-class ability grouping on secondary students’ academic achievement: quasi-experimental evidence from Chile

By Allende, Claudio.
Routledge Taylor & Francis Group, 2024 , This study estimates the effect of between-class ability grouping on Chilean secondary students’ academic achievement. We rely on a structural feature of the school system: A considerable number of students who complete primary school must change schools to start their secondary education. Cardinality matching was performed to account for confounding variables. Sensitivity analysis was performed to address the fact that differences in unobserved variables could bias our findings. Results show that attending a school that groups students by ability causes a reduction in the average scores obtained in 10th grade of 0.07 SD for reading and 0.08 SD for mathematics. Students matched by their observed covariates could differ in their odds of attending a school with or without ability grouping by 15% for mathematics and 10% for reading, without altering our conclusions. Disadvantaged students are the most affected, whereas best-performing students do not benefit from this policy either.

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Montessori primary schools’ effectiveness: a quasi-experimental study on schooling outcomes

By Scippo, Stefano.
Routledge Taylor & Francis Group, 2024 , Montessori is a highly individualized pedagogy that prioritizes following each child’s individual interests over standardized test scores. This quasi-experimental study compares groups of Montessori students (treatment groups, N = 535–710) with control groups of non-Montessori students, matched through the simple matching method, which controls for the effect of background variables on schooling outcomes. The tested hypothesis is that the treatment groups achieve mean scores that are not significantly lower and have a significantly higher standard deviation on standardized tests of mathematics and language. The study encompassed students in Grade 2, 5, 8, and 10 across two separate cohorts. Results indicate that Montessori students attain either comparable or significantly higher scores than non-Montessori students, depending on grade and cohort, with greater score variability observed, particularly at Grade 8 and in mathematics. This finding implies the necessity for future investigations into the effect of Montessori teachers’ instructional practices.

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Beyond the silver bullet: unveiling multiple pathways to school turnaround

By Arora-Jonsson, Stefan.
Routledge Taylor & Francis Group, 2024 , Research on school improvement has accumulated an extensive list of factors that facilitate turnarounds at underperforming schools. Given that context or resource constraints may limit the possibilities of putting all of these factors in place, an important question is what is necessary and sufficient to turn a school around. We use qualitative comparative analysis (QCA) of 77 Swedish schools studied over 12 years to answer this question. Our core finding is that there is no “silver bullet” solution. Instead, there are several distinct combinations of factors that can enable school turnaround. The local school context is essential for which combinations of factors are necessary and sufficient for school turnaround. We discuss implications for research on school improvement and education policy.

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High-quality teachers in low-quality schools: understanding the variation in teaching quality in low-achieving Chilean schools

By Escribano, Rosario.
Routledge Taylor & Francis Group, 2024 , The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching practices. The proportion of teachers in the high-quality teacher category is unexpectedly high (38.37%), followed by the low-quality (25.61%), content-oriented (18.91%), and climate-oriented (17.12%) categories. Finally, several school-level variables were tested to explore the link between school practices and teaching quality categories. The results show that the quality of the school’s teaching practices related to their support for behavioural issues is associated with the probability of teachers belonging to the low-quality or climate-oriented categories. These findings can be valuable for policymaking, as they call for the development of strategies that strengthen teachers’ capacities within schools.

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Against the odds: predictors of academic success and excellence in majority-minority schools

By Agirdag, Orhan.
Routledge Taylor & Francis Group, 2024 , Although schools with a high concentration of ethnic minorities often underperform, not much is known about the factors that predict high and even excellent achievement of pupils within these schools. Therefore, we examined which concrete diversity practices and key psychological processes increase or decrease the likelihood/odds for high and excellent performance on a standardized mathematics test, thereby utilizing multivariable logistic regressions among 855 10–12-year-olds in 18 majority-minority schools in Flanders, Belgium. While the odds for high and excellent mathematics scores were unaffected by language spoken at home or religiosity, they were negatively related to deficit-based assimilationist school practices, inconsistently related to meritocratic neutrality-based practices, and positively related to a strengths-based anti-racist school curriculum. Furthermore, while higher school belonging and a growth mindset increased the odds of high and excellent achievement, students’ experiences of peer or teacher discrimination decreased these odds dramatically. Implications for school effectiveness policies are discussed.

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Effects of the comprehensive school reform program Success for All on students’ reading skills in Dutch schools

By Veldman, Marij A..
Routledge Taylor & Francis Group, 2024 , Success for All (SfA) is a comprehensive school reform program designed to support schools serving many students of disadvantaged backgrounds to increase students’ achievement. SfA includes daily 90-min reading lessons with extensive use of cooperative learning, tutoring for struggling readers, and an emphasis on parental involvement. School teams receive coaching and training, and each school has a facilitator appointed who supports program implementation. SfA has shown positive results in the US, and has been translated to the Dutch context. Effects on students’ reading achievement were evaluated with a total sample size of 1,011 students from three cohorts. We found a significant positive effect on reading fluency of first-grade students (Cohen’s d = +0.40). The effect for the subgroup of low-socioeconomic-status students was even somewhat higher (Cohen’s d = +0.63). We did not find significant effects in Grade 2 and Grade 3. We also found no effects of SfA on reading comprehension.

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The dynamic approach to school improvement: investigating duration and sustainability effects on student achievement in mathematics

By Kyriakides, Leonidas.
Routledge Taylor & Francis Group, 2024 , This paper argues for establishing stronger links between educational effectiveness research and school improvement. It presents the results of a 3-year study investigating the impact of the dynamic approach (DA) to school improvement on promoting student achievement in mathematics. It explores duration (offering the DA for more than 1 year) and sustainability effects of the DA. A sample of 18 secondary schools in Cyprus participated in this study. Two experimental groups used the DA to develop their school improvement strategies. The first group employed the DA for the first 2 intervention years and was more effective than the control group in promoting mathematics achievement at the end of the 1st, 2nd, and 3rd year. Schools that made use of the DA for all 3 years were found to be the most effective at the end of the 3rd year. Implications for research, policy, and practice are discussed.

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