Children's educational progress: partitioning family, school and area effects
- Journal of the Royal Statistical Society: Series A, 173(3), 657-682
School effectiveness analyses have largely ignored the role of the family as an important source of variation for children's educational progress. Sibling analyses in developmental psychology and behavioural genetics have largely ignored sources of shared environmental variation beyond the immediate family. We formulate a multilevel cross-classified model that examines variation in children's progressduring secondary schooling and partitions this variability into pupil, family, primary school, secondary school, local education authority and residential area. Our results suggest that about 50% of what has been labelled as pupil variation in school effectiveness models is really between-family variation and that about 22% of the total variance is due to shared environments beyond the immediate family.
- Number of levels
- Model data structure
- Response types
- Multivariate response model?
- Longitudinal data?
- Further model keywords
- Substantive discipline
Was chosen as the best article of the year in JRSS Series A and thus
presented in 'Best of Journals' session at Royal Statistical Society conference; was
selected to appear in the Royal Statistical Society's Significance magazine
(re-written for a more general audience).
- Paper submitted by
- Rebecca Pillinger, Graduate School of Education, University of Bristol, firstname.lastname@example.org