TY - JOUR A1 - Dumont, Hanna A1 - Neumann, Marko A1 - Nagy, Gabriel A1 - Becker, Michael A1 - Rose, Norman A1 - Trautwein, Ulrich T1 - Class composition Effects in non-academic lower secondary school tracks in the state of Baden-Württemberg JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account. KW - Academic achievement KW - tracking KW - reading comprehension KW - mathematics KW - composition effects Y1 - 2013 U6 - https://doi.org/10.2378/peu2013.art16d SN - 0342-183X VL - 60 IS - 3 SP - 198 EP - 213 PB - Reinhardt CY - München ER - TY - GEN A1 - Chmielewski, Anna K. A1 - Dumont, Hanna A1 - Trautwein, Ulrich T1 - Tracking effects depend on tracking type BT - an international comparison of students’ mathematics self-concept T2 - American educational research journal N2 - The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students’ mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pattern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students’ academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking. KW - academic self-concept KW - international comparison KW - reference groups KW - social comparison KW - tracking Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-404052 VL - 50 IS - 5 ER - TY - JOUR A1 - Chmielewski, Anna K. A1 - Dumont, Hanna A1 - Trautwein, Ulrich T1 - Tracking Effects Depend on Tracking Type BT - An International Comparison of Students’ Mathematics Self-Concept JF - American Educational Research Journal N2 - The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students’ mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pat- tern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students’ academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking. KW - academic self-concept KW - international comparison KW - reference groups KW - social comparison KW - tracking Y1 - 2013 UR - http://journals.sagepub.com/doi/pdf/10.3102/0002831213489843 U6 - https://doi.org/10.3102/0002831213489843 SN - 0002-8312 VL - 50 IS - 5 SP - 926 EP - 957 PB - Sage CY - Thousand Oaks, Calif. ER - TY - JOUR A1 - Dumont, Hanna A1 - Neumann, Marko A1 - Maaz, Kai A1 - Trautwein, Ulrich T1 - The effect of student body composition on academic achievement International and National Evidence JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - This paper reviews empirical evidence on the effect of the composition of a student body on academic achievement of students. After defining the term composition effect, methodological aspects regarding the study of composition effects are considered. International and national evidence for the composition of a student body with respect to students' abilities, social, and ethnic background is then presented. Whereas international studies find evidence for social, ethnic, and achievement composition variables, national studies reveal that mean achievement level of a school or class is the most important composition variable in Germany. However, this effect is confounded with school track and social composition, which itself exerts a small incremental effect. Ethnic composition, however, does not seem to play an important role. The paper closes with a presentation of the underlying processes of composition effects and a discussion on how the composition of a student body is considered in school governance practices. KW - Composition effects KW - academic achievement KW - tracking Y1 - 2013 U6 - https://doi.org/10.2378/peu2013.art14d SN - 0342-183X VL - 60 IS - 3 SP - 163 EP - 183 PB - Reinhardt CY - München ER -