ABSTRACT

In 2005, the Austrian government committed all schools to develop school policies supporting the learning of their students. One purpose of the paper is to seek evidence for the effectiveness of this governmental action. A second purpose is to suggest a special kind of multilevel model which can be applied to longitudinal data at the school level when the outcome measure of interest is assessed at the individual student level. Analyses are based on 2 nation-wide educational standards assessments (2012 and 2015) and a preceding baseline assessment including n = 267 primary schools (2010). Results show that the implementation of support strategies by schools significantly moderated the increase in mathematic achievement between 2010 and 2013, but not in reading achievement between 2010 and 2015. However, the increase in reading achievement was moderated by the provision of additional courses for low-achieving students and for students with a foreign first language.

摘要

2005年，奥地利政府承诺所有学校制定支持学生学习的学校政策。本文的目的之一是寻找证据证明这项政府行动的有效性。第二个目的是建议一种特殊的多层次模型，当在单个学生层次上评估感兴趣的结果度量时，该模型可以应用于学校层次的纵向数据。分析基于2全国性教育标准评估（2012和2015）和在前基线评估包括Ñ = 267所小学（2010年）。结果表明，学校的支持策略的实施显着减缓了2010年至2013年间数学成绩的增长，但没有抑制2010年至2015年间的阅读成绩。但是，阅读成绩的提高受到了针对低水平学生提供的额外课程的调节为学生和外国母语学生提供帮助。