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How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps
[journal article]
Abstract The current study evaluates effects of teaching factors and extended day programs regarding both average achievement and socioeconomic achievement gaps. Analyses are based on data from the National Educational Panel Study in Germany. The sample comprises 1523 students in 120 classes in 71 secondary ... view more
The current study evaluates effects of teaching factors and extended day programs regarding both average achievement and socioeconomic achievement gaps. Analyses are based on data from the National Educational Panel Study in Germany. The sample comprises 1523 students in 120 classes in 71 secondary schools. The investigation period covers fifth grade to seventh grade. The dependent variable is mathematics achievement. Data are analyzed using intercept-and-slope-as-outcome models. Analyzes on teaching factors reveal that classroom management and cognitive activation increase average achievement. Forming heterogenous groups within the classroom reduces socioeconomic achievement gaps. Analyzes on extended day programs reveal that tutoring reduces socioeconomic achievement gaps. Homework supervision reduces average achievement and increases socioeconomic achievement gaps. Enrichment programs increase socioeconomic achievement gaps. Implications for research, policy and practice are drawn.... view less
Keywords
teaching; teaching style; teaching research; learning method; teaching method; all-day school; remedial education; homework; effectiveness; learning success; effectiveness of teaching; competence; increased efficiency; academic achievement; mathematics; mathematics instruction; educational research; sociology of education; pedagogics; educational psychology; participation in education; educational opportunity; educational inequality; social inequality; deprivation; social background; social status; socioeconomic factors; Federal Republic of Germany
Classification
Sociology of Education
Free Keywords
National Educational Panel Study (NEPS), starting cohort 3 (https://doi.org/10.5157/NEPS:SC3:12.1.0)
Document language
English
Publication Year
2024
Journal
Studies in Educational Evaluation, 82 (2024)
ISSN
0191-491X
Status
Published Version; peer reviewed