Class composition Effects in non-academic lower secondary school tracks in the state of Baden-Württemberg
- 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.
| Author details: | Hanna DumontORCiDGND, Marko Neumann, Gabriel Nagy, Michael Becker, Norman Rose, Ulrich Trautwein |
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| DOI: | https://doi.org/10.2378/peu2013.art16d |
| ISSN: | 0342-183X |
| Title of parent work (German): | Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis |
| Publisher: | Reinhardt |
| Place of publishing: | München |
| Publication type: | Article |
| Language: | German |
| Year of first publication: | 2013 |
| Publication year: | 2013 |
| Release date: | 2017/03/26 |
| Tag: | Academic achievement; composition effects; mathematics; reading comprehension; tracking |
| Volume: | 60 |
| Issue: | 3 |
| Number of pages: | 16 |
| First page: | 198 |
| Last Page: | 213 |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
| Peer review: | Referiert |
| Institution name at the time of the publication: | Humanwissenschaftliche Fakultät / Institut für Psychologie |
