Long-Term Effects of Primary Schools on Mathematics Achievement and Noncognitive Outcomes of 17-Year-Old Students

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-2 - School Effectiveness and School Improvement SIG Roundtable Session

Abstract

Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined such effects over the past decades. In this study, effects of primary schools are investigated on the mathematics achievement and non-cognitive outcomes of students at age 17. Moreover, it is investigated which characteristics of primary schools play a role in this process. The study uses follow-up data of the longitudinal SiBO-project (Dutch acronym for School Trajectories in Primary Education) in which 6000 Flemish pupils were intensively followed during primary education. Cross-classified multilevel models show that primary schools have significant, but small long-term effects regarding mathematics achievement and some non-cognitive outcomes.

Authors

• Griet Vanwynsberghe, KU Leuven

• Gudrun Vanlaar, KU Leuven

• Jan A. Van Damme, KU Leuven

• Bieke De Fraine, K.U. Leuven