School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model

Authors
Lorena Ortega, Lars-Erik Malmberg & Pam Sammons
Year
2018
Journal
School Effectiveness and School Improvement, 29(2), 308-337
DOI
10.1080/09243453.2018.1443945
Abstract

This study investigates school effects on primary school students’ language and mathematics achievement trajectories in Chile, a con- text of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudi- nal design (3 time points, 4 cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students’ growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).

Number of levels
3
Software used
Model data structure
Response types
Multivariate response model?
No
Longitudinal data?
Yes
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Paper submitted by
Lorena Ortega, Instituto de Estudios Avanzados en Educación, Universidad de Chile, lorena.ortega@uchile.cl
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