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Schools do Make a Difference
Author(s) -
Chapman B.L.M.
Publication year - 1979
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 - 10.1080/0141192790050111
Subject(s) - student achievement , academic achievement , mathematics education , psychology , regression analysis , aggregate (composite) , significant difference , statistics , mathematics , materials science , composite material
Summary A recent re‐analysis of a large data base relating to ‘O’ level achievement in England is revealing significant school effects which could not have been disclosed by the more conventional procedure of multiple regression analysis. These effects are due to strong interaction between variables and they present schools characteristics not so much as factors which elevate or depress achievement but as agents which aggregate or disperse achievement scores about the group mean. This implies that school process is uniquely and strongly associated with enhanced achievement among certain well‐defined subsets of pupils but that grouping within schools is such as to nullify any overall effect.