School socioeconomic-background effects are generally small
A response to Sciffer, Perry, and McConney
Bibliographic Data
| ID | 11635488 |
|---|---|
| Authors | Gary N Marks (0000-0002-7380-5243, Social and Political Sciences, University of Melbourne, Parkville, VIC, Australia, corresponding author) |
| Year | 2021 |
| Volume | 42 |
| Issue | 5-6 |
| Pages | 616-626 |
| Publication date | 2021-08-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/01425692.2021.1929842 |
| OpenAlex | W3204022310 |
| Language | EN |
| Citations received | 4 |
| References cited | 36 |
Recently in this journal, Sciffer, Perry, and McConney (2020 Sciffer, Michael G., Laura B. Perry, and Andrew McConney. 2020. “Critiques of Socio-Economic School Compositional Effects: Are They Valid?” British Journal of Sociology of Education 41 (4): 462–475. doi:https://doi.org/10.1080/01425692.2020.1736000.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) argued that school socioeconomic-background (SES) compositional effects are important for both research and policy. In response, this commentary argues that realistic school SES effects can only be identified in properly specified models. Otherwise, the estimated school effects are very likely to be spurious due to the correlation between school SES and important, but omitted, individual-level influences, most notably prior achievement. In properly specified models with reliable student-level measures, school SES effects are either small or very small. This commentary includes an empirical demonstration of moderate school SES effects becoming small or very small with appropriate controls
Academic achievement · Economic growth · Economics · Educational attainment · Pedagogy · Political science · School choice · Socioeconomic status · Sociology · Spurious relationship · Statistics · Demography · Higher Education Research Studies · Law · Parental Involvement in Education · Psychology · School Choice and Performance
Socioeconomic achievement gaps and the role of school leadership
Appropriate modelling of school compositional effects
Is it socioeconomic or academic? Disentangling sources of peer effects on student achievement
The impact of school social composition and neighborhood social mix on upper secondary exam performance in Ireland
School composition and peer effects
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using Pisa 2003
The Effects of Student Composition on School Outcomes
The effect of peer socioeconomic status on student achievement
The Estimation of School Effects
School Composition and Contextual Effects on Student Outcomes
Socioeconomic Status and Academic Achievement
Education, Inequality and Social Class
Intergenerational transmission of education in Europe
Phantom’ compositional effects in English school value-added measures
Comparison of value‐added models for secondary‐school effectiveness
Critiques of socio-economic school compositional effects
Does it matter who your schoolmates are? An investigation of the association between school composition, school processes and mathematics achievement in the early years of primary education
Socioeconomic Status and Achievement Revisited
Revisiting the Relationship Between International Assessment Outcomes and Educational Production
The relation between socioeconomic status and academic achievement
Contextual Analysis Revisited
A Partial Simulation Study of Phantom Effects in Multilevel Analysis of School Effects
Phantom Effects in Multilevel Compositional Analysis
Context and Consex
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |