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Science and mathematics achievement in Australia: The role of school socioeconomic composition in educational equity and effectiveness
Journal article   Peer reviewed

Science and mathematics achievement in Australia: The role of school socioeconomic composition in educational equity and effectiveness

A. McConney and L.B. Perry
International Journal of Science and Mathematics Education, Vol.8(3), pp.429-452
2010
DOI: https://doi.org/10.1007/s10763-010-9197-4
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Abstract

In this study, we systematically unpack relationships among student socioeconomic status (SES), science and mathematics achievement, and student interest in science in the context of varying school socioeconomic composition. Using the most recent Programme for International Student Assessment dataset for Australia, we found that increases in school SES are consistently associated with substantial increases in science and mathematics performance. This pattern of association held for all groups regardless of their individual SES. However, our findings also show that students' interest in science was not associated with varying school SES, and only marginally and inconsistently associated with individual SES. We discuss policy implications and strategies for mitigating the influence of school socioeconomic composition on science and mathematics performance, and for the achievement of more equitable and effective educational outcomes generally.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#10 Reduced Inequalities

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61 Record Views
59 Times Cited - Web of Science

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Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.345 Educational Reform
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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