The Role of Schools in Bridging the Achievement Gap Based on Socioeconomic Status: A Cross-National Comparative Study

• In Event: Studies Investigating Demographic and Other Factors Impacting Assessment Development, Decision Making, Policy, and Practice

Abstract

Since the publication of the Coleman report in 1966, research on the role of schools in student learning relative to family background has generated considerable interest and controversy. A large volume of international comparative research has also been devoted to studying school effects on student achievement. In contrast, few studies have examined cross-national variation in the role of schools in reducing or bridging achievement differences based on socioeconomic status (SES). Using PISA 2009 data, this study examines the influence of schools in bridging SES-based achievement gaps and compares findings across 64 countries. While prior research indicates that in some countries, schools have the ability to bridge SES-based achievement gaps, we find little evidence to support this claim.

Authors

• James Sebastian, University of Missouri - Columbia

• Haigen Huang, Miami University - Oxford