Progress at School and School Effectiveness: Non-cognitive Dispositions and Within-Class Markets.

Nash, Roy

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Peer reviewed

ERIC Number: EJ632432

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0268-0939

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Progress at School and School Effectiveness: Non-cognitive Dispositions and Within-Class Markets.

Nash, Roy

Journal of Education Policy, v16 n2 p89-102 Mar-Apr 2001

The New Zealand Progress at School project, investigating school effects, found that individual academic progress is associated with a set of noncognitive dispositions: aspirations, self-concept, and acceptance of the institutional regime. School composition or mix effects were minor. Working-class kids read more proficiently in high-SES schools. (Contains 31 references.) (MLH)

Descriptors: Academic Achievement, Academic Aspiration, Elementary Secondary Education, Foreign Countries, Influences, School Demography, School Effectiveness, Self Concept, Social Adjustment, Socioeconomic Status

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: New Zealand

Grant or Contract Numbers: N/A

Author Affiliations: N/A