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Does the School Composition Effect Matter? Evidence From Belgian Data

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Dumay, Xavier [UCL] Dupriez, Vincent [UCL]

Even if the literature on the effects of pupil composition has been extensive, no clear consensus has been reached concerning the significance and magnitude of this effect. The first objective of this article is to estimate the magnitude of the school composition effect in primary schools (6th grade) in French-speaking Belgium. Different indicators of school composition are used: academic, socio-cultural, 'language' and sex composition. Except for sex composition, the results show that the school composition effect explains significant amount of between schools variance even after controlling for pupils' initial performance, socio-cultural background, and non-cognitive dispositions. The second objective is to examine covariance between school composition and several organisational variables and their joint effect on school performance. The second set of analyses is intended to question the conceptual nature of the school composition effect, establishing whether it is direct or indirect.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès restreint
Publication date 2008
Language Anglais
Journal information "British Journal of Educational Studies" - Vol. 56, no. 4, p. 440-477 (2008)
Peer reviewed yes
Publisher Blackwell Publishing (Oxford)
issn 0007-1005
e-issn 1467-8527
Publication status Publié
Affiliation UCL
Keywords school composition effect ; segregation ; multi-level modelling
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Bibliographic reference Dumay, Xavier ; Dupriez, Vincent. Does the School Composition Effect Matter? Evidence From Belgian Data. In: British Journal of Educational Studies, Vol. 56, no. 4, p. 440-477 (2008)
Permanent URL http://hdl.handle.net/2078.1/36998