000			02144nam a22002657a 4500
003			ZW-GwMSU
005			20210427103259.0
008			210427b ||||| |||| 00| 0 eng d
022			_a0004-9441
040			_aMSU _cMSU _erda
100	1		_aPerry, Laura B _eauthor
245	1	0	_aSchool socioeconomic status and student outcomes in reading and mathematics: _bA comparison af Australia and Canada/ _cLaura B Perry
264			_aLos Angeles: _bSage, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAustralian journal of education _vVolume 57 , number 2 ,
520			_aPrevious research has established that student outcomes are strongly associated with the socioeconomic composition of a school, also known as school socioeconomic status. Less is known, however, about the ways in which the relationship varies for different students, schools and national education systems. Here, we conduct a secondary analysis of an international dataset to examine the strength of the relationship between school socioeconomic status and achievement in math and reading for Canada and Australia. The history, economy and culture of these two countries are similar, as are many aspects of their education systems. One important difference, however, is the degree to which their education systems are marketised. Our findings show that in both countries, school socioeconomic status is strongly associated with academic achievement for all students, regardless of their individual socioeconomic status. Nevertheless, the relationship between school socioeconomic status and academic achievement is substantially stronger in Australia than in Canada. We conclude that student outcomes are more equitable in Canada than in Australia, and suggest that this may be due to differences in the ways in which the two education systems are funded and structured.
650	4		_aSocioeconomic status
650	4		_aPeer influence
650	4		_aSchool demography
700	1		_aMcConney Andrew _eauthor
856			_uhttps://doi.org/10.1177/0004944113485836
942			_2lcc _cJA
999			_c156745 _d156745