Children's educational progress: partitioning family, school and area effects

Authors
Rasbash, J., Leckie, G.B., Jenkins, J. and Pillinger, R.J.
Year
2010
Journal
Journal of the Royal Statistical Society: Series A, 173(3), 657-682
Abstract

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
6
Model data structure
Response types
Multivariate response model?
No
Longitudinal data?
No
Further model keywords
Substantive discipline
Impact

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, g.leckie@bristol.ac.uk
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