Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity

• Published in: School effectiveness and school improvement Vol. 30; no. 3; pp. 286 - 308
• Main Authors: Kyriakides, Leonidas, Creemers, Bert P.M., Charalambous, Evi
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2019; Taylor & Francis Ltd
• Subjects: Academic Achievement; Educational effectiveness research; Educational Quality; Elementary Education; Equal Education; Equity; Foreign Countries; Gender; Language Skills; Mathematics Achievement; multilevel modelling; Outcomes of Education; Preschool Children; quality and equity in education; School Effectiveness; Sex; socioeconomic background; Socioeconomic factors; Socioeconomic Status; Students; Teacher Effectiveness; Teacher Promotion; Cyprus
• ISSN: 0924-3453; 1744-5124
• DOI: 10.1080/09243453.2018.1511603

This paper argues that research on differential teacher and school effectiveness can be used to explore the relation between quality and equity in education. The results of secondary analyses of 2 studies concerned with effectiveness in different phases of schooling (pre-primary and primary education) are presented. These secondary analyses reveal that the socioeconomic gap in student achievement in each of the 2 core subjects (mathematics and language) tends to be smaller in classrooms and schools that are more effective than others in promoting student learning outcomes (after controlling for prior achievement, socioeconomic status, and gender). Such a relation was not identified when searching for differential teacher and school effectiveness in terms of gender. Implications for research on promoting quality and equity are drawn.