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The effect of schools and classes on language achievement
Author(s) -
Fraine Bieke,
Damme Jan,
Landeghem Georges,
Opdenakker MarieChristine,
Onghena Patrick
Publication year - 2003
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192032000137330
Subject(s) - academic achievement , mathematics education , psychology , achievement test , cognition , class (philosophy) , differential effects , standardized test , computer science , medicine , neuroscience , artificial intelligence
This study addresses the effects of secondary schools and classes on language achievement in Flanders, Belgium. The results of a three‐level analysis (students within classes within schools) indicate that the group composition at the class level is very important. In classes with a high average initial cognitive ability or a large proportion of girls, the language achievement is higher. These compositional effects are discussed with reference to type ‘A’ and type ‘B’ effects. The analyses show that group composition is more important than educational practices in accounting for differences in language achievement. With whom one is taught has a larger impact than how one is taught. Indications of differential effectiveness of classes related to prior achievement were found, with greater variations in effectiveness between classes for pupils of low prior achievement.