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Country and school family composition’s effects on mathematics achievement

Country and school family composition’s effects on mathematics achievement
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 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.
0924-3453
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Hampden-Thompson, Gillian
557699a5-d320-45aa-acaf-9eab5191eb8a
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Hampden-Thompson, Gillian
557699a5-d320-45aa-acaf-9eab5191eb8a

Bokhove, Christian and Hampden-Thompson, Gillian (2022) Country and school family composition’s effects on mathematics achievement. School Effectiveness and School Improvement.

Record type: Article

Abstract

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.

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familystructure_pisa_Nov2021_revision_final_accepted_pure - Accepted Manuscript
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Accepted/In Press date: 24 November 2021
Published date: 28 January 2022

Identifiers

Local EPrints ID: 453054
URI: http://eprints.soton.ac.uk/id/eprint/453054
ISSN: 0924-3453
PURE UUID: 5173c216-1dfa-4ab1-9632-f390a1de70bd
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723

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Date deposited: 07 Jan 2022 17:48
Last modified: 01 Feb 2022 02:43

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Contributors

Author: Gillian Hampden-Thompson

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