09243453.2021.pdf (2.05 MB)
Country and school family composition’s effects on mathematics achievement
Version 2 2023-06-12, 08:13
Version 1 2023-06-10, 01:54
journal contribution
posted on 2023-06-12, 08:13 authored by Christian Bokhove, Gillian Hampden-ThompsonFamily structures are associated with achievement outcomes, but the percentage of children residing in different family structures has changed over time. In this paper, we revisit data from the Programme for International Student Assessment (PISA) to determine whether previous findings have also changed over time. Drawing on PISA 2012, we employ multilevel modelling to examine whether school and country compositional factors are still salient a decade later. The final analytical sample included 172,452 students in 7,391 schools from 24 countries. The results indicate, like previous research, an educational disadvantage for students that attend schools with a large concentration of children from single-parent homes. However, this disadvantage is largely due to the lower socioeconomic composition of these schools. At the country level, there is little support for the hypothesis that the achievement gap between students from two- versus one-parent households is greater in countries with higher percentages of single-parent families.
History
Publication status
- Published
File Version
- Published version
Journal
School Effectiveness and School ImprovementISSN
0924-3453Publisher
Taylor & FrancisExternal DOI
Page range
1-23Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2021-12-01First Open Access (FOA) Date
2022-02-07First Compliant Deposit (FCD) Date
2021-12-01Usage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC