The public–private debate: school sector differences in academic achievement from Year 3 to Year 9?

Larsen, Sally A.; Forbes, Alexander Q.; Little, Callie W.; S, Alaba; Coventry, William L.

doi:10.1007/s13384-021-00498-w

Cited by 8 publications

(7 citation statements)

References 47 publications

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“…Compared with studies examining primary school grades, fewer studies have examined reading development from middle childhood through to adolescence. Across these later age spans compensatory growth patterns are more commonly identified (Larsen et al, 2023;Ricketts et al, 2020;Shin et al, 2013;Wang et al, 2017). These inconsistent results may be partly attributed to the variety of measures used to capture "reading" and the different age ranges of samples under investigation (Parrila et al, 2005): it is possible that different subcomponents of reading follow different developmental patterns and these may be obscured if assessments of several skills are aggregated, particularly in the early school grades (Paris, 2006).…”

Section: Mathematics Development Similar To Research On Reading Compr...mentioning

confidence: 99%

Matthew effects in reading and mathematics: Examining developmental patterns in population data

Larsen

Little

2023

Contemporary Educational Psychology

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Section: Mathematics Development Similar To Research On Reading Compr...mentioning

confidence: 99%

Matthew effects in reading and mathematics: Examining developmental patterns in population data

Larsen

Little

2023

Contemporary Educational Psychology

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“…The majority of private school choice in Australia at the secondary school level is exercised by socioeconomically advantaged families (Drew et al, 2020). Australian private schools add no value to student achievement growth (Larsen et al, 2022), nor to post-school outcomes such as occupation and earnings (Chesters, 2018). The lack of value-add by private schools compared to public schools is regularly reported in the media (Muroi, 2023;Sahlberg, 2022) and by the Australian government's school accountability website (ACARA, 2023), yet the private school enrolment share has continued to grow (Rowe, 2020).This suggests that like US families, many middle-class Australian families make school choices based on class and cultural contexts.…”

Section: Parental Choicementioning

confidence: 99%

Socioeconomic and indigenous school segregation: The role of institutional differentiation and fees

Sciffer¹,

Perry²,

McConney³

2023

Preprint

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Secondary school differentiation in Australia is a substantial driver of the segregation of low SES and Indigenous students. Such segregation acts as a mechanism for the intergenerational transfer of social disadvantages. Indigenous students are doubly-segregated into schools with high concentrations of low SES and Indigenous students. No school type is representative of the student population. Catholic, independent and public selective schools are associated with student segregation within geographical areas. School fees are the strongest predictor of segregation and partially explain the effect of differential school types. Independent schools are the strongest school type predicting segregation, followed by Catholic, then selective schools. States with lower rates of Catholic, independent and selective schools have lower levels of segregation. Private schools are far from enrolling a fair proportion of disadvantaged students in proportion to the public financing they receive. Substantial reforms to school and system reporting are required to end the exclusion of disadvantaged students.

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“…Some resilience studies on school children, particularly studies that evaluate interventions, omit academic achievement as an outcome variable. In this paper, academic achievement is defined in terms of reading, writing and mathematics, in line with numerous studies on the topic (Alameda‐Lawson, 2014; Boonk et al, 2018; Larsen et al, 2022). For example, one systematic review of 18 school social work intervention studies showed that only two studies measured academic achievement (Allen‐Meares et al, 2013) and in another on the resilience of children exposed to social adversity, only six of the 30 studies included academic achievement (Gartland et al, 2019).…”

Section: Vulnerability Resilience and Academic Achievementmentioning

confidence: 99%

Contribution of psychosocial vulnerability and resilience to academic achievement of primary school children in South Africa

Breda

2022

Child & Family Social Work

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The aim of this article is to explore the contribution of psychosocial vulnerability and resilience to the academic achievement of primary school children attending a lowfee, private, primary school in a township in Gauteng province, South Africa. In poorer communities, family and community challenges can be overwhelming, compromising the capacity of children to engage in education and achieve academically. The study draws on quantitative data from 116 primary school children, plus at least one family member (mostly mothers), including measures of family vulnerability and resilience, child resilience and reading and spelling scores. Vulnerability on its own had little impact on participants' academic achievement. However, the resilience of the child, as perceived by the family member, did impact academic achievement, but only for children with higher levels of vulnerability. This supports the buffering and differential impact theories in resilience. Implications for school social work practice are set out.

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The public–private debate: school sector differences in academic achievement from Year 3 to Year 9?

Cited by 8 publications

References 47 publications

Matthew effects in reading and mathematics: Examining developmental patterns in population data

Matthew effects in reading and mathematics: Examining developmental patterns in population data

Socioeconomic and indigenous school segregation: The role of institutional differentiation and fees

Contribution of psychosocial vulnerability and resilience to academic achievement of primary school children in South Africa

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