The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach-Reference-Cited by-同舟云学术

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The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach

Published:2016-06-08 Issue:4 Volume:86 Page:501-525
ISSN:0007-0998
Container-title:British Journal of Educational Psychology
language:en
Short-container-title:Br J Educ Psychol

Author:

Belfi Barbara¹²,Haelermans Carla³,De Fraine Bieke¹

Affiliation:

1. Department of Educational Sciences; Center for Educational Effectiveness and Evaluation; Katholieke Universiteit Leuven; Belgium

2. Research Centre for Education and the Labour Market; Maastricht University; The Netherlands

3. Top Institute of Evidence Based Education Research; Maastricht University; The Netherlands

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/bjep.12120/fullpdf

Reference54 articles.

1. Why does the ethnic and socioeconomic composition of schools influence math achievement? The role of sense of futility and futility culture;Agirdag;European Sociological Review,2012

2. Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis;Battistich;American Educational Research Journal,1995

3. The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?;Becker;Journal of Educational Psychology,2012

4. School-based social capital: The missing link between schools’ socioeconomic composition and collective teacher efficacy;Belfi;Teaching and Teacher Education,2015

5. Inequality in language achievement growth? An investigation into the impact of pupil socio-ethnic background and school socio-ethnic composition;Belfi;British Educational Research Journal,2014

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