How Schools Affect Equity in Education: Teaching Factors and Extended Day Programs Associated with Average Achievement and Socioeconomic Achievement Gaps
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| Title: | How Schools Affect Equity in Education: Teaching Factors and Extended Day Programs Associated with Average Achievement and Socioeconomic Achievement Gaps |
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| Language: | English |
| Authors: | Max Nachbauer |
| Source: | Online Submission. 2024 82. |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education Grade 5 Intermediate Grades Grade 6 Grade 7 |
| Descriptors: | Foreign Countries, Elementary School Students, Middle School Students, Grade 5, Grade 6, Grade 7, Equal Education, Achievement Gap, Socioeconomic Influences, Day Programs, Extended School Day, Mathematics Achievement, Classroom Techniques, Cognitive Processes, Heterogeneous Grouping, Tutoring, Enrichment Activities |
| Geographic Terms: | Germany |
| 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 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED652213 |
| Database: | ERIC |
| 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 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. |
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