Searching for the Impact of National Educational Policy on Student Outcomes: An International Effectiveness Study

• In Event: On the Effectiveness of Educational Factors: Do Tracking, Teaching, Caring, Equity Promotion, and Policy Matter?

Abstract

This paper investigates the extent to which head-teachers’ perceptions about the national policy can explain differences between six European countries (Cyprus, Belgium/Flanders, Germany, Greece, Ireland, and Slovenia) and schools within countries in promoting student learning outcomes. In each country, a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all grade four students (n=10742) at the beginning and end of school year 2011-2012. Questionnaires were administered to head-teachers measuring their views on the impact of national policy on school policy for teaching and on the school learning environment. Multilevel analysis revealed that most system factors of the dynamic model explain student achievement gains in mathematics and science. Implications for research are drawn.

Authors

• Maria P. Georgiou, University of Cyprus

• Anastasia Panayiotou, University of Cyprus

• Bert Creemers, University of Groningen