Effectiveness of a governmental action to improve Austrian primary schools – results of multilevel analyses based on repeated cycles of educational standards assessments
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In: School Effectiveness and School Improvement, Vol. 31, No. 2, 02.04.2020, p. 149-171.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -