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  -