Effectiveness of a governmental action to improve Austrian primary schools – results of multilevel analyses based on repeated cycles of educational standards assessments

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Effectiveness of a governmental action to improve Austrian primary schools – results of multilevel analyses based on repeated cycles of educational standards assessments. / Schmid, Christine; Trendtel, Matthias; Bruneforth, Michael et al.

in: School Effectiveness and School Improvement, Jahrgang 31, Nr. 2, 02.04.2020, S. 149-171.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{c559d3bab585466487c14fbf17822c5f,
title = "Effectiveness of a governmental action to improve Austrian primary schools – results of multilevel analyses based on repeated cycles of educational standards assessments",
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.",
keywords = "Empirical education research, Governance, educational standards assessments, longitudinal data, multilevel analysis, school improvement, school policy",
author = "Christine Schmid and Matthias Trendtel and Michael Bruneforth and Johannes Hartig",
year = "2020",
month = apr,
day = "2",
doi = "10.1080/09243453.2019.1620294",
language = "English",
volume = "31",
pages = "149--171",
journal = "School Effectiveness and School Improvement",
issn = "0924-3453",
publisher = "Routledge, Taylor & Francis Group (GB)",
number = "2",

}

RIS

TY - JOUR

T1 - Effectiveness of a governmental action to improve Austrian primary schools – results of multilevel analyses based on repeated cycles of educational standards assessments

AU - Schmid, Christine

AU - Trendtel, Matthias

AU - Bruneforth, Michael

AU - Hartig, Johannes

PY - 2020/4/2

Y1 - 2020/4/2

N2 - 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.

AB - 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.

KW - Empirical education research

KW - Governance

KW - educational standards assessments

KW - longitudinal data

KW - multilevel analysis

KW - school improvement

KW - school policy

UR - http://www.scopus.com/inward/record.url?scp=85085297565&partnerID=8YFLogxK

U2 - 10.1080/09243453.2019.1620294

DO - 10.1080/09243453.2019.1620294

M3 - Journal articles

VL - 31

SP - 149

EP - 171

JO - School Effectiveness and School Improvement

JF - School Effectiveness and School Improvement

SN - 0924-3453

IS - 2

ER -

DOI