Abstract
In Chile, the influence of the socioeconomic make-up of classrooms on achievement
has been extensively studied in mathematics and language, but less in currently
important non-traditional subjects such as civic knowledge. This paper analyses the
effects of the socioeconomic composition of classrooms on students' civic knowledge
achievement in Chile, using the International Civic and Citizenship Education Study
2009 and a multilevel methodology. This research finds positive influences of higher
socioeconomic intakes of 36% of one standard deviation in test scores. These results
suggest that in the socioeconomically segregated Chilean education system, these
effects would contribute to widening the civic knowledge attainment gap between
pupils attending affluent and less affluent schools. In addition, this research finds that,
on average, students with a higher individual socioeconomic status are more sensitive
to these influences and that socioeconomic composition effects are more acute in the
private-voucher sector than in the public sector.
Original language | English |
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Number of pages | 0 |
Journal | School Effectiveness and School Improvement |
DOIs | |
Publication status | Published - 1 Jan 2014 |
Keywords
- Chile
- civic education
- compositional effect
- educational effectiveness
- socioeconomic stratification