Harker, R. and Tymms, P. (2004) 'The effects of student composition on school outcomes.', School effectiveness and school improvement., 15 (2). pp. 177-199.
This article explores the concept of compositional effects in school effect studies, their generation and some of the difficulties that arise in their interpretation. Some basic issues are addressed using data from a New Zealand study of secondary schools, and further illustration of some of the 'pitfalls' is provided from an English study of primary school performance indicators. The importance of model specification, predictor reliability, and cautious interpretation are highlighted.
|Additional Information:||This paper follows visits to Durham by Professor Harker from New Zealand and a paper at a symposium that we organized for the American Educational Research Conference. It provides an overview and quantitative analysis of a key construct within educational research|
|Keywords:||Peer effects, Facilities, Phantom effect, Policy response.|
|Full text:||Full text not available from this repository.|
|Publisher Web site:||http://dx.doi.org/10.1076/sesi.220.127.116.11432|
|Record Created:||10 Jan 2007|
|Last Modified:||06 Jul 2016 09:31|
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