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The progress of pupils in their first school year across classes and educational systems

Tymms, P.; Merrell, C.; Wildy, H.

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Authors

C. Merrell

H. Wildy



Abstract

Educational effectiveness research has identified school membership as being and important factor in relation to academic progress but it has also pointed to the importance of teachers. Additionally, districts have been shown to be of minor importance for progress once key variables are taken into account while data from international studies suggest that countries are important when attainment is studied while controlling for background factors. A perspective, named the Proximate Variables within Jurisdictions (PVJ) theory, is introduced to help understand and predict relationships. The theory holds that variables which are closest to the student are the most influential but that the jurisdiction where the student is educated, which has its own approaches to education and upbringing is of similar importance. A child's educational success in international terms is most influenced by actions in the home and the classroom seen in the context of the country where she or he is brought up. Does the theory hold when progress in classrooms, year groups and educational systems (jurisdictions) is estimated in a single analysis? This study compared progress of pupils in over 4000 classrooms across 11 educational systems. Large differences were found between classes and the educational systems both for reading and mathematics during the first year at school. The theory holds for the most part but questions are left unanswered and the paper sets out a series of testable hypotheses which may be addressed in the future.

Citation

Tymms, P., Merrell, C., & Wildy, H. (2015). The progress of pupils in their first school year across classes and educational systems. British Educational Research Journal, 41(3), 365-380. https://doi.org/10.1002/berj.3156

Journal Article Type Article
Acceptance Date Jun 9, 2014
Online Publication Date Jul 21, 2014
Publication Date Jun 1, 2015
Deposit Date Jul 22, 2014
Publicly Available Date Jul 20, 2016
Journal British Educational Research Journal
Print ISSN 0141-1926
Electronic ISSN 1469-3518
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 41
Issue 3
Pages 365-380
DOI https://doi.org/10.1002/berj.3156

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Copyright Statement
This is the peer reviewed version of the following article: Tymms, P., Merrell, C. and Wildy, H. (2014), The progress of pupils in their first school year across classes and educational systems. British Educational Research Journal, 41(3): 365–380 which has been published in final form at http://dx.doi.org/10.1002/berj.3156. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.







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