Changes in the Impact of Family Education on Student Educational Achievement in Sweden 1988–2014

School effectiveness and students’ perceptions of teacher caring: A multilevel study

“…Several studies have investigated the effects of these school reforms. The results show that there has been a marked increase in between-school variance with regard to school results (Fredriksson & Vlachos, 2011;Gustafsson & Yang Hansen, 2017), and some suggest that this is largely explained by the free school choice (Östh, Andersson, & Malmberg, 2013). The fact that the between-school variation is particularly strong in municipalities with a high proportion of independent schools (as in Stockholm municipality) is also consistent with such a conclusion (Böhlmark & Holmlund, 2011).…”

Changes in individualized teaching practices in municipal and independent schools 2003, 2008 and 2014 - student achievement, family background and school choice in Sweden

“…Given the high-SES composition of these schools it means that also their parents can influence the process of teaching and grading, resulting in that school may adapts to the voices of strong groups of both students and parents. This mechanism of strong student and parental voices together with the competition between schools can be part of the explanation to the observed trend of increasing or inflated grades in Sweden from the early 1990s and onwards, and more often in large cities (Gustafsson & Yang Hansen, 2018, 2011SNAE, 2003SNAE, , 2006SNAE, , 2012bVlachos, 2010).…”

The value of poverty: an ethnographic study of a school–community partnership

“…In Sweden, the achievement gap between schools located in different areas has increased in recent decades (Voyer 2018;Gustafsson and Yang Hansen 2018;Beach and Sernhede 2011), and students' low achievements in socially disadvantaged areas have been presented as one of the main factors for the existing criminality among youth in those areas (Garrett 2017;Bunar 2011). School-community partnerships as a social invention have therefore been presented not only as a way of improving students' results but also as a way of ensuring social security and safety in the communities.…”

“…Neighbourhood violence has been emphasised as an explanation for why many parents in districts like Southfield choose to send their children to schools in other neighbourhoods (Bunar 2011). From a long-term perspective, such choices inevitably lead to a downward spiral in which the working environment deteriorates for both teachers and students, as it is often the students with the greatest need for support who stay (Gustafsson and Yang Hansen 2018). At South School, a large number of teachers from the previous academic year chose to leave the school.…”