Schooling: Total Impact of

Johannes W. Luyten

doi:10.1016/B978-0-08-097086-8.92128-7

Schooling: Total Impact of

Johannes W. Luyten

Faculty of Behavioural, Management and Social Sciences

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

1 Citation (Scopus)

11 Downloads (Pure)

Abstract

The total effect of schooling on the cognitive development of young people (its prime objective) has been addressed in a remarkably small number of studies. The available findings indicate that at least 50% of the learning gain across grades can be attributed to the effect of schooling. This figure contrasts sharply with the more frequently cited ‘school effect’ of only 15%. Some additional questions remain to be settled: for example, to what extent the impact of schooling varies across age ranges, content areas (e.g., language vs mathematics), background (e.g., by socioeconomic status or gender), and (last but not the least) across schools

Original language	Undefined
Title of host publication	International Encyclopedia of the Social & Behavioral Sciences (Second Edition)
Editors	James D. Wright
Publisher	Elsevier
Pages	125-127
ISBN (Print)	978-0-08-097087-5
DOIs	https://doi.org/10.1016/B978-0-08-097086-8.92128-7
Publication status	Published - 2015

Publication series

Name
Publisher	Elsevier

Keywords

METIS-310382
IR-95755

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/B978-0-08-097086-8.92128-7

Cite this

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