ABSTRACT

The aim of educational policy should be to provide a good education to all students. Thus, a key question arises regarding the extent to which key characteristics of school composition (proportion of students with migration background, socioeconomic status [SES], prior school achievement, and achievement heterogeneity), instructional quality, school quality, and later school achievement are interrelated. The present study addressed this research question by examining school inspection data, official school statistics, and large-scale achievement data from all primary schools in Berlin, Germany (N = 343). The results of correlation and path analyses showed that school composition (average SES, average prior school achievement) predicted components of instructional quality (SES: classroom management, cognitive activation; achievement: cognitive activation, individual learning support). The relation between school composition characteristics and most components of school quality was close to zero. Contrary to our expectations, only the effect of school SES on later achievement was mediated by instructional quality.

摘要

教育政策的目的应该是为所有学生提供良好的教育。因此，关于学校组成的关键特征（具有移民背景，社会经济地位[SES]，以前的学校成绩和成就异质性的学生比例），教学质量，学校质量和以后的学校成就在多大程度上出现了一个关键问题相关。本研究通过检查德国柏林所有小学的学校检查数据，官方学校统计数据和大规模成绩数据解决了该研究问题（N = 343）。相关性和路径分析的结果表明，学校组成（平均SES，平均先前学业成绩）预测了教学质量的组成部分（SES：课堂管理，认知激活；成就：认知激活，个人学习支持）。学校组成特征与大部分学校质量之间的关系接近于零。与我们的期望相反，教学质量只介导了学校SES对以后成绩的影响。