Socioeconomic Segregation in Schools and Student Achievements: Cross-National Comparisons, Differential Effects, and School Choice

Session Type: Symposium

Abstract

This session includes three empirical studies that contribute to the research literature on the effect of socioeconomic segregation in schools and it's effect of student achievement, all using PISA data. The first, titled, "the varying effects of socioeconomic segregation among OECD nations and the mediating role of peer noncognitive characteristics," finds that school socioeconomic segregation strongly predicts math achievement in most nations, but its effect varies considerably. Moreover, peer noncognitive characteristics mediate that effect substantially in some countries. School-wide interventions targeting malleable non-cognitive characteristics have potential for reducing the consequences of attending a low SES school in some nations. The second paper, titled, "Why Do Socially Disadvantaged Students in Australia Have Lower Academic Performance than in Canada?"

Sub Unit

• World Education Research Association

Chair

• Gregory J. Palardy, University of California - Riverside

Papers

• The Varying Effect of Socioeconomic Segregation Among Organisation for Economic Co-operation and Development Nations and the Mediating Role of Peer Noncognitive Characteristics - Gregory J. Palardy, University of California - Riverside

• Why Do Socially Disadvantaged Students in Australia Have Lower Academic Performance Than in Canada? - Ee-Seul Yoon, University of Manitoba; Laura Perry, Murdoch University; Christopher A. Lubienski, Indiana University

• Does School Socioeconomic Status Matter Less for High-Performing Students Than for Their Lower-Performing Peers? A Quantile Regression Analysis of PISA 2018 Australia - Roslyn A. Mickelson, University of North Carolina - Charlotte; Laura Perry, Murdoch University; Argun Saatcioglu, University of Kansas

Discussant

• Laura Perry, Murdoch University