Schools do Make a Difference

Publisher Website
Google Scholar
Abstract
Summary A recent re‐analysis of a large data base relating to ‘O’ level achievement in England is revealing significant school effects which could not have been disclosed by the more conventional procedure of multiple regression analysis. These effects are due to strong interaction between variables and they present schools characteristics not so much as factors which elevate or depress achievement but as agents which aggregate or disperse achievement scores about the group mean. This implies that school process is uniquely and strongly associated with enhanced achievement among certain well‐defined subsets of pupils but that grouping within schools is such as to nullify any overall effect.

This publication has 4 references indexed in Scilit: