ABSTRACT Previous studies have shown that schools’ socioeconomic-status (SES) composition has an impact on the academic performance of pupils. Less attention has been given to the explanation of this effect. This study examined whether the teachability culture among the school staff (teachers’ collective beliefs about how teachable their pupils are) mediated the school SES effect on science achievement and achievement growth. Multilevel analyses were conducted with data from 1,761 pupils and 1,255 teachers across 66 primary schools in Flanders. First, the analyses indicated that there was a positive association between school SES composition and teachability culture: Even after controlling for cognitive ability and performance of pupils, there was a more pessimist culture in socioeconomically disadvantaged schools. Second, the association between school SES and academic performance was explained/mediated by the teachability culture. However, no school effects or mediation effects were found for achievement growth as the covered period of academic growth was too short.

中文翻译：

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学校SES构成对科学成就和成就增长的影响：教师可教文化的中介作用

摘要以前的研究表明，学校的社会经济状况（SES）构成对学生的学习成绩有影响。对此影响的解释较少关注。这项研究调查了学校教职员工之间的可教性文化（教师对学生的可教程度的集体信念）是否介导了学校SES对科学成就和成就成长的影响。使用来自法兰德斯66所小学的1,761名学生和1,255名教师的数据进行了多级分析。首先，分析表明，学校SES构成与可教学性文化之间存在正相关关系：即使在控制了学生的认知能力和学习表现之后，在社会经济上处于不利地位的学校也存在着更加悲观的文化。第二，可教育性文化解释/介导了学校SES与学习成绩之间的关联。但是，由于学业发展的涵盖时间太短，因此没有发现对成就增长有学校效应或调解效应。