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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.

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Metadaten
Author:Hanna DumontORCiDGND, Marko Neumann, Gabriel Nagy, Michael Becker, Norman Rose, Ulrich Trautwein
DOI:https://doi.org/10.2378/peu2013.art16d
ISSN:0342-183X (print)
Parent Title (German):Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
Publisher:Reinhardt
Place of publication:München
Document Type:Article
Language:German
Year of first Publication:2013
Year of Completion:2013
Release Date:2017/03/26
Tag:Academic achievement; composition effects; mathematics; reading comprehension; tracking
Volume:60
Issue:3
Pagenumber:16
First Page:198
Last Page:213
Organizational units:Humanwissenschaftliche Fakultät / Institut für Psychologie
Peer Review:Referiert