Exploring the relation between socio-economic status and reading achievement in PISA 2009 through an intercepts-and-slopes-as-outcomes paradigm

Khurrem Jehangir*, Cees A.W. Glas, Stéphanie van den Berg

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

21 Citations (Scopus)
32 Downloads (Pure)

Abstract

In some countries more than others, factors like parental socio-economic status (SES) can cause inequalities in educational achievement. Here we show how the mechanisms leading to such inequalities can be scrutinized by involving background variables which impact the relation between SES and achievement. We use the intercepts-and-slopes-as-outcomes paradigm which recognizes that the outcomes of schooling systems are not only characterized by average achievement (the intercept) but also by the achievement–SES regression slope. We show how certain background variables moderate the relationship between SES and achievement. As an illustration, we examine the relationship between reading achievement and SES, and how this is moderated by school funding and curriculum. This is done for several countries that participated in the PISA 2009 cycle.
Original languageEnglish
Pages (from-to)1-15
Number of pages15
JournalInternational journal of educational research
Volume71
Early online date28 Feb 2015
DOIs
Publication statusPublished - 2015

Keywords

  • PISA 2009
  • Reading achievement
  • Socio-economic status
  • School type
  • Study orientation
  • Intercepts-and-slopes-as-outcomes
  • 2023 OA procedure

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