Some School Effectiveness Indicators and Their Relation to School Characteristics

K. Bos, A. Ruijters, A. Visscher

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    Abstract

    Effective school research has not led to unequivocal insight into the relations between school characteristics and output measures like the extent of truancy, drop-out and class-repeating. One of the problems is that data collection with regard to school output is mainly based on school leader or student perceptions of the extent of truancy which often leads to unreliable data. As part of the ARS study on the effectiveness of using a computerised Absenteeism Registration System, the extent of truancy in 36 secondary schools was measured in an accurate and systematic way, while school characteristics were also determined. The results indicate that schools differ with regard to the rate of truancy, drop-out and class-repeating. Several simple Pearson PM-correlations and Kendall’s Tau rank correlations were found between school contextual and school organisational characteristics on the one hand and the output measures on the other (p < .10). Multiple regression findings indicate that the percentage of non-Dutch pupils, together with the average class size, are particularly important in determining the extent of truancy.
    Original languageEnglish
    Title of host publicationLearning Environments
    Subtitle of host publicationContributions from Dutch and German Research
    EditorsJules M. Pieters, Klaus Breuer, P. Robert-Jan Simons
    Place of PublicationBerlin, Heidelberg
    PublisherSpringer
    Pages105-120
    Number of pages16
    ISBN (Electronic)978-3-642-84256-6
    ISBN (Print)978-3-540-52903-3
    DOIs
    Publication statusPublished - 1990

      Fingerprint

    Keywords

    • METIS-136128

    Cite this

    Bos, K., Ruijters, A., & Visscher, A. (1990). Some School Effectiveness Indicators and Their Relation to School Characteristics. In J. M. Pieters, K. Breuer, & P. R-J. Simons (Eds.), Learning Environments: Contributions from Dutch and German Research (pp. 105-120). Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-642-84256-6_9