The Effects of Student Composition on School Outcomes

Harker, R.; Tymms, P.

Abstract

This article explores the concept of compositional effects in school effect studies, their generation and some of the difficulties that arise in their interpretation. Some basic issues are addressed using data from a New Zealand study of secondary schools, and further illustration of some of the 'pitfalls' is provided from an English study of primary school performance indicators. The importance of model specification, predictor reliability, and cautious interpretation are highlighted.

Citation

Harker, R., & Tymms, P. (2004). The Effects of Student Composition on School Outcomes. School Effectiveness and School Improvement, 15(2), 177-199. https://doi.org/10.1076/sesi.15.2.177.30432

• Journal Article Type: Article
• Publication Date: Jun 1, 2004
• Deposit Date: Jan 10, 2007
• Journal: School Effectiveness and School Improvement
• Print ISSN: 0924-3453
• Electronic ISSN: 1744-5124
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 15
• Issue: 2
• Pages: 177-199
• DOI: https://doi.org/10.1076/sesi.15.2.177.30432
• Keywords: Peer effects, Facilities, Phantom effect, Policy response.
• Public URL: https://durham-repository.worktribe.com/output/1600251