The Effect of Schools and Classes on Mathematics Achievement

By Marie-Christine J. L. Opdenakker, Jan Van Damme, De Fraine De Fraine, Georges Van Landeghem, Patrick Onghena. 2002

135 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/5ced515957e4ae31946fd6ecf99aa3a532971e91

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In Education

1. Janet Ward Schofield
2. Christiane Fiege
3. J. Teodorović

Citations in the corpus

• International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “One important idea documented quantitatively by international studies is the need to attend to the social composition of the class, rather than just to that of the school, in trying to understand the relation between social composition variables and achievement (De Fraine et al., 2003; Dekkers, Bosk”
• Classroom and school factors related to student achievement: what works for students? (2011, background): “One exemplary study that controlled for individual student differences, classroom compositional, and classroom instructional variables, found that school-level variables – teacher attention to student differences and the amount of teacher consultation at school – negatively associated with student a”
• The effect of content and language integrated learning on students' English and history competences – Killing two birds with one stone? (2016, background): “For example, the average test achievement and socioeconomic status of a classroom have repeatedly been shown to have an incremental effect on learning, independent of these variables' individual-level effects (Opdenakker et al., 2002).”