Country and school family composition's effects on mathematics achievement

Family structures are associated with achievement outcomes, but the percentage of children residing in different family structures has changed over time. In this paper, we revisit data from the Programme for International Student Assessment (PISA) to determine whether previous findings have also cha...

Full description

Saved in:
Bibliographic Details
Published in:School effectiveness and school improvement 2022-04, Vol.33 (2), p.280-302
Main Authors: Bokhove, Christian, Hampden-Thompson, Gillian
Format: Article
Language:English
Subjects:
Academic achievement
Achievement Gap
Achievement Tests
cross-national comparison
Demography
educational performance
Families & family life
Family Characteristics
Family composition
family structure
Foreign Countries
International Assessment
Mathematics Achievement
Mathematics education
One Parent Family
PISA data
Schools
Secondary School Students
Socioeconomic Status
Standardized tests
Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Family structures are associated with achievement outcomes, but the percentage of children residing in different family structures has changed over time. In this paper, we revisit data from the Programme for International Student Assessment (PISA) to determine whether previous findings have also changed over time. Drawing on PISA 2012, we employ multilevel modelling to examine whether school and country compositional factors are still salient a decade later. The final analytical sample included 172,452 students in 7,391 schools from 24 countries. The results indicate, like previous research, an educational disadvantage for students that attend schools with a large concentration of children from single-parent homes. However, this disadvantage is largely due to the lower socioeconomic composition of these schools. At the country level, there is little support for the hypothesis that the achievement gap between students from two- versus one-parent households is greater in countries with higher percentages of single-parent families.
ISSN:0924-3453
1744-5124
DOI:10.1080/09243453.2021.2012207