What is Published in Impact Journals on School Effectiveness? A Systematic Review of Research Results and Methods

García-Jiménez, Jesús; Gordillo, Juan Jesús Torres; Rodríguez-Santero, Javier

doi:10.15823/p.2020.138.1

Cited by 4 publications

(4 citation statements)

References 64 publications

(188 reference statements)

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“…The development of these criteria using census data ensures robustness and reliability in the detection of CAEFs and CBEFs, taking into account both excellence, as centers of proven effectiveness, and equity, when considering their own context [16]. The procedural model followed for the selection of centers could facilitate the development of specific interventions aimed at improving the effectiveness of schools [60] and expanding knowledge of the variables that help explain educational performance [9,25,27,47,64,65]. However, given the complexity of the educational system and the study of social sciences, it is assumed that the results are partial when taking the performance in certain competencies as a reference, with the educational reality being more complex and beyond the results of diagnostic evaluations [6,76].…”

Section: Discussionmentioning

confidence: 99%

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Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models

2022

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School effectiveness is a topic of interest addressed by numerous research projects focused on clarifying which variables contribute to the explanation of educational performance. This research aims to find out to what extent social, cultural, and academic variables at the student and school levels, as perceived by families, influence performance, and to evaluate the relevance of high residual and gross score criteria in the selection of effective or ineffective schools. Census data from diagnostic evaluations of the Mathematical Reasoning and Linguistic Communication of students in a certain Spanish region, over five academic years, have been used. The multilevel hierarchical analyses carried out have enabled the detection of centers of high and low efficiency, as well as the identification of which factors, related to the idiosyncrasy of the students and the educational center they attend, significantly influence the performance of the students. It was concluded that the socioeconomic and cultural level of the families, the family expectations, the commitment to reading and the educational agreement were significant variables in the explanation of the students’ educational performance, and that the residual score of the educational centers was a valid criterion to estimate their level of effectiveness once the socio-cultural factors have been controlled.

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Section: Discussionmentioning

confidence: 99%

“…The general purpose of studies on school effectiveness is to contribute to the improvement of school processes in order to optimize educational results and equity. To achieve this purpose, educational evaluation is indispensable [1-5], especially to identify factors that influence educational performance [6][7][8][9].…”

Section: Introductionmentioning

confidence: 99%

Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models

2022

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“…To do this, progress must be made on the early detection of students at risk, using large-scale evaluations for educational purposes and integrating them into the daily work of educational centres. This progress should also aim to connect the information coming from the large-scale evaluation with the dialogue between different paradigms and more everyday realities [65]. Only the synergy between the different perspectives on educational research will allow progress in the identification of at-risk student profiles.…”

Section: Discussionmentioning

confidence: 99%

Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

2020

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The general objective of this study is to explore the relationship between students’ contextual characteristics and their performance in mathematical reasoning (MR) and linguistic comprehension (LC) skills. The census data from the ESCALA (EScritura, CAlculo y Lectura en Andalucía) tests developed by Agencia Andaluza de Evaluación Educativa (AGAEVE) in 2017 were used. These tests are carried out in the second year of primary school in the Autonomous Community of Andalusia (Spain). These data have been analysed through the data mining technique known as segmentation trees, using the CRT (Classification and regression trees) algorithm for each of the skills. This has allowed the detection of the high influence of social and cultural status (ESCS) and familial expectations regarding academic performance in both tests. In addition, it allows us to point out that there are different interactions between contextual characteristics and their relationship to performance in MR and LC. These results have made it possible to establish groups of students who may be at risk of not reaching the minimum required levels. Some characteristics of at-risk students are low ESCS, low family expectations or being born in the last six months of the year. The detection of at-risk profiles could contribute to the optimisation of the performance of these groups by creating specific plans.

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“…In short, the use of hierarchical linear models has made it possible to detect contextual factors that contribute to explaining performance in a way that is completely valid and applicable to the field of education [52]. Moreover, its multilevel effect has facilitated the work of control and adjustment for the covariates that affect academic performance at the student and school levels.…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study

2021

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Academic success and excellence in marks are not only due to the students’ intrinsic abilities or skills. A multitude of contextual variables is involved in the teaching and learning process. This study identifies and analyses the contextual variables that most significantly affect students’ academic performance. We used census data from the ESCALA tests and context questionnaires for the 2016/17 school year, both carried out by the Andalusian Agency for Educational Assessment. Hierarchical Linear Models were used in the data analysis, as they facilitate the control and description of contextual factors. In addition, differences in performance were studied according to the contextual variables that the family dimension encompasses. At all times, a contextualised cross-sectional perspective was considered, taking as a criterion the covariates with significance values lower than 0.01 in the multilevel models and contrast tests. Finally, a list of contextual variables contributing to the explanation of performance is presented. The socio-economic and cultural conditions of families, their expectations towards their children’s education, and their level of involvement in schools have a significant influence on the academic success of primary school students. Academic success is higher among students with families who play an active role and have positive expectations regarding learning.

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What is Published in Impact Journals on School Effectiveness? A Systematic Review of Research Results and Methods

Cited by 4 publications

References 64 publications

Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models

Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models

Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

Contextual, Personal and Family Factors in Explaining Academic Achievement: A Multilevel Study

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