Ethnic and Socioeconomic Class Composition and Language Proficiency: a Longitudinal Multilevel Examination in Dutch Elementary Schools

Slik, F.W.P. van der

doi:10.1093/esr/jci058

Cited by 69 publications

(59 citation statements)

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“…However, after taking variables such as family SES and prior academic achievement into account, ethnic composition was no longer found to be significantly associated with achievement, whereas the SES composition still was. This finding is in accord with most of the other studies that have been conducted in different countries, which have shown that socioeconomic composition matters more than the ethnic composition in terms of academic achievement (Van der Slik et al, 2006;Ryabov and Van Hook, 2007;Dumay and Dupriez, 2008).…”

Section: Resultssupporting

confidence: 92%

“…Indeed, the issue goes beyond purely academic speculation as it is directly related to policies concerning school segregation. While most previous studies on this topic have been conducted in the United States with secondary school students (Bankston and Caldas, 1998;Rumberger and Palardy, 2005;Ryabov and Van Hook, 2007), the issue has become increasingly popular among European sociologists, as indicated by a growing number of publications in the European Sociological Review directly or indirectly related to the impact of school composition on academic performance (Van der Slik Driessen and De Bot, 2006;Boado, 2007;Fekjaer and Birkelund, 2007;Biedinger, Becker and Rohling, 2008;Brännström, 2008;Kauppinen, 2008) and furthermore there is a growing body of research in different countries with primary school pupils (Strand, 1997;Driessen, 2002;Van der Slik et al, 2006;Dumay and Dupriez, 2008). With a few exceptions, these studies have demonstrated that the socio-economic composition of primary schools is related to academic achievement, that is, pupils going to schools with a higher share of children from a higher socio-economic background were found to perform academically better.…”

Section: Introductionmentioning

confidence: 99%

“…With a few exceptions, these studies have demonstrated that the socio-economic composition of primary schools is related to academic achievement, that is, pupils going to schools with a higher share of children from a higher socio-economic background were found to perform academically better. There is less consensus when it comes to the impact of ethnic school composition: while some authors suggest that a higher concentration of ethnic minority and immigrant pupils is related to lower academic performance (Driessen, 2002;Dumay and Dupriez, 2008), others do not find a significant relationship between ethnic school composition and academic achievement, in particular when individual socio-economic status (SES), ethnic background and previous academic achievement are taken into account (Van der Slik et al, 2006;Fekjaer and Birkelund, 2007).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture

Ağırdağ

Houtte

Avermaet

2011

European Sociological Review

131

103

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Although a number of studies in many countries have investigated the impact of the ethnic and socio-economic composition of schools on academic performance, few studies have analyzed in detail how and why compositional features matter. This article presents an examination of whether pupils' sense of futility and schools' futility culture account for the impact of ethnic and socio-economic status (SES) composition of schools on the academic achievement of their pupils. Multilevel analyses of data based on a survey of 2,845 pupils (aged 10-12 years) in 68 Flemish primary schools revealed that higher proportions of immigrant and working-class pupils in a school is associated with lower levels of math achievement in both immigrant and native Belgian pupils. However, by analyzing at a deeper level, by taking control variables into account, our study found that the ethnic composition of the school no longer had a significant effect on pupils' achievement, while the SES composition still did. Most importantly, our results indicated that the remaining impact of SES composition can be explained by pupils' sense of futility and schools' futility culture. The implications of these findings for educational policy are discussed.

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Section: Resultssupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture

Ağırdağ

Houtte

Avermaet

2011

European Sociological Review

131

103

View full text Add to dashboard Cite

show abstract

“…Brunello and Rocco (2011) Educational spillover effects of immigrant children have also been investigated in the Netherlands. Van der Silk et al (2006) study the effect of ethnic composition on language 2 proficiency of children in grade 4 to 6. They find that pupils in school classes with a high share of ethnic minorities perform worse but this effect disappears once parental characteristics are taken into account.…”

Section: Introductionmentioning

confidence: 99%

Spillover Effects of Studying with Immigrant Students; A Quantile Regression Approach

Ohinata

Ours

2013

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. We analyze how the share of immigrant children in the classroom affects the educational attainment of native Dutch children in terms of their language and math performance at the end of primary school. Our paper studies the spill-over effects at different parts of the test score distribution of native Dutch students using a quantile regression approach. We find no evidence of negative spillover effects of the classroom presence of immigrant children at the median of the test score distribution. In addition, there is no indication that these spill-over effects are present at other parts of the distribution.JEL Classification: I21, J15

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“…According to Cummins (2000) a combination of linguistic development, cognitive development and code knowledge, including academic codes, are main facilitators to ownership of a broad language register. Both Swedish and international studies display the problems both children from low-SES families and second-language learners may encounter in their development towards becoming proficient readers (Fredrickson & Petrides, 2008;Skolverket, 2009;Van der Slik, Driessen & de Bot, 2006). Thus, we paid attention to how the children were provided with the necessary skills and knowledge to meet with demands of the classroom practices.…”

Section: Introductionmentioning

confidence: 99%

Write to Read in Two Different Practices: Literacy versus Technology in Focus

Damber¹

2013

JEL

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Literacy acquisition by using computers and computer tablets is rapidly gaining ground in Swedish classrooms. This article explores the hypothesis that computer-writing vitalizes the learning of literacy, in comparison with approaches using books and pencils. The results of two separate studies in two different settings where prewriting and writing were used to enhance literacy development will be described and discussed. The results of a recent study of classrooms where computers were used will be compared with an older study where students used pencils and paper for writing. The results indicated that the nature of the literacy practice was strongly linked to the teacher's conceptions of literacy and learning. The teachers' choices of computers or pencils as tools for writing do, however, not seem to influence the processes of writing in the classrooms. How writing was enacted in the classrooms and the potential to further development of the literacy practices, were linked to teacher knowledge and the teacher's conception of literacy.

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Ethnic and Socioeconomic Class Composition and Language Proficiency: a Longitudinal Multilevel Examination in Dutch Elementary Schools

Cited by 69 publications

References 29 publications

Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture

Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture

Spillover Effects of Studying with Immigrant Students; A Quantile Regression Approach

Write to Read in Two Different Practices: Literacy versus Technology in Focus

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