Issue 1/2007, 13. Volume
Schulwirksamkeit in Drittweltländern: Eine empirische Analyse am Beispiel Brasiliens
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Most previous research on effects of schooling in developing countries has focused on the identifica-tion of input-factors that raise student achievement, while the role of school process factors has mostly not been addressed. This article explores the influence of school climate characteristics on between-school differences regarding students’ mathematics achievement, holding individual and input factors constant. Furthermore, the impact of school composition on the relative effect of school input and process factors on achievement is examined. The research questions are followed by using data from a Brazilian large-scale study of primary schools, applying hierarchical linear modelling. The results do not support the hypothesis that characteristics of school climate are suitable criteria to identify effec-tive schools. However, school achievement is much stronger influenced by the social composition of students and their biographical background. Further it can be shown that schools with a high propor-tion of underprivileged children are also disadvantaged in terms of human and material resources. Key words: School effectiveness research, third world countries, school process factors, school composi-tion.