Families, schools, and student achievement inequality: a multilevel MIMIC model approach

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F67985998%3A_____%2F17%3A00475609" target="_blank" >RIV/67985998:_____/17:00475609 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1177/0038040716683779" target="_blank" >http://dx.doi.org/10.1177/0038040716683779</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/0038040716683779" target="_blank" >10.1177/0038040716683779</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Families, schools, and student achievement inequality: a multilevel MIMIC model approach

Popis výsledku v původním jazyce

This article examines inequality in different dimensions of student academic achievement (math, science, and reading) by family background and school context in three East Asian (Taiwan, Japan, and South Korea) and three Western (United States, Germany, and the Czech Republic) nations. Building on Hauser (2009), we develop a novel multiple-indicator multiple-cause (MIMIC) model with a two-level hierarchical linear modeling specification, which allows us to explicitly test whether the several academic achievement constructs respond similarly to variation in family background and variation among schools and countries. The two-level MIMIC model is specified in detail and applied to 2012 Programme for International Student Assessment data. The analysis reveals new empirical insights, such as substantive differences within countries in performance inequality by subject, particularly among East Asian countries. While the data do not support the view of a ‘‘virtuous’’ relationship between excellence and equity in education, nor do they lend strong support to a ‘‘vicious’’ relationship either.

Název v anglickém jazyce

Families, schools, and student achievement inequality: a multilevel MIMIC model approach

Popis výsledku anglicky

This article examines inequality in different dimensions of student academic achievement (math, science, and reading) by family background and school context in three East Asian (Taiwan, Japan, and South Korea) and three Western (United States, Germany, and the Czech Republic) nations. Building on Hauser (2009), we develop a novel multiple-indicator multiple-cause (MIMIC) model with a two-level hierarchical linear modeling specification, which allows us to explicitly test whether the several academic achievement constructs respond similarly to variation in family background and variation among schools and countries. The two-level MIMIC model is specified in detail and applied to 2012 Programme for International Student Assessment data. The analysis reveals new empirical insights, such as substantive differences within countries in performance inequality by subject, particularly among East Asian countries. While the data do not support the view of a ‘‘virtuous’’ relationship between excellence and equity in education, nor do they lend strong support to a ‘‘vicious’’ relationship either.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50401 - Sociology

Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Sociology of Education

ISSN

0038-0407

e-ISSN

—

Svazek periodika

90

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

25

Strana od-do

64-88

Kód UT WoS článku

000392872200005

EID výsledku v databázi Scopus

2-s2.0-85009075239