Critiques of socio-economic school compositional effects: are they valid?

Sciffer, Michael G.; Perry, Laura B.; McConney, A.

doi:10.1080/01425692.2020.1736000

Cited by 21 publications

(13 citation statements)

References 43 publications

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“…Conversely, Costa and Araújo (2018), using data from Pirls 2011, report student/home universals (e.g., school literacy skills and practices, school climate, and school composition) and school particulars that explain variation in reading achievement in Denmark, Sweden, France. Sciffer, Perry, and McConney (2020) defend that critiques of socioeconomic compositional (SEC) effects are due to methods unlikely to detect SES effects.…”

Section: School Composition By Student Backgroundmentioning

confidence: 99%

School and student determinants of reading performance: A multilevel analysis with Portuguese students

Lopes

Oliveira

Costa

2022

Revista de Psicodidáctica (English ed.)

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Section: School Composition By Student Backgroundmentioning

confidence: 99%

School and student determinants of reading performance: A multilevel analysis with Portuguese students

Lopes

Oliveira

Costa

2022

Revista de Psicodidáctica (English ed.)

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“…This problem is also discussed in the compositional effect literature(Sciffer, Perry, and McConney 2020).6 This review complements surveys of this literature published elsewhere Malde 2018a, 2018b;Blume et al 2011;Bramoullé et al 2020;VanderWeele and An 2013).…”

mentioning

confidence: 63%

Causal network effect models

Rosche¹

2022

Preprint

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The causal identification of network effects is fraught with theoretical and statistical difficulties. To guide social network researchers in choosing the right empirical strategy, this survey of network effect models (i) maps out the different types of network effects and levels of analysis, (ii) discusses data and measurement issues related to network effect identification, and (iii) reviews the key challenges and solutions to causally identifying network effects. The survey covers both modeling solutions based on random assignment and network models for observational data.

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“…Other research has highlighted issues of disadvantage, poverty and home resources and their effects on educational outcomes and schooling transitions (e.g. Hilferty et al, 2010), although the strength of the relationship and the causes of disadvantage are both complex and contested (Downey & Condron, 2016; Marks, 2017; Marks & O'Connell, 2021; Sciffer et al, 2020). Complicating direct associations between SES and academic achievement is the well-developed history of research establishing the sociological basis of knowledge as relating to SES and social reproduction (Teese, 2000; Young, 2013).…”

Section: Socioeconomic Status and Links To Academic Achievementmentioning

confidence: 99%

The spatial implications of academic achievement in Year 12: Rethinking discourses of disadvantage in rural locations

Dean

Roberts

Downes

et al. 2023

Australian Journal of Education

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Rurality is an identified point of disadvantage in measures such as the Index of Community Socio-Educational Advantage (ICSEA) and school resourcing models. However, socioeconomic disadvantage is commonly used as an explanation for lower average student achievement in rural locations. Thus, policies are often directed towards reducing disadvantage associated with socioeconomic status, and rurality is overlooked. This research tests the validity of these assumptions using a matched study approach. We examine data on New South Wales (NSW) students, schools and courses to investigate how the English and Mathematics achievement levels of students in their final year of secondary school are associated with family and school characteristics across locations. The findings show that socioeconomic variation does not fully account for differences in achievement in rural locations. Instead, rurality appears to mediate other effects on student achievement in a complex interplay of factors contributing to lower average results. This highlights the need to consider the specificities of rurality in schooling, particularly the role of rural knowledges and perspectives in schooling and student achievement.

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Critiques of socio-economic school compositional effects: are they valid?

Cited by 21 publications

References 43 publications

School and student determinants of reading performance: A multilevel analysis with Portuguese students

School and student determinants of reading performance: A multilevel analysis with Portuguese students

Causal network effect models

The spatial implications of academic achievement in Year 12: Rethinking discourses of disadvantage in rural locations

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