Peer ethnicity and achievement: a meta-analysis into the compositional effect

Start date: 01 januari 2009

Reyn van Ewijk, Peter Sleegers

Indirect/long term policy relevant

 

Research question: Previous studies on the effect of the ethnic minority share among class- or schoolmates on school performance are quantitatively compared (meta-analysis) to find out why their results differed and to reconcile their findings. Method: meta-analysis. Results: these compositional effects vary considerably with the ethnic groups they pertain to and with measurement characteristics. Compositional effects appear small in general, but may be larger when the ethnic minority group is African Americans in the USA, than when the minority group consists of immigrants. A high ethnic minority share seems to affect the achievement from students belonging to the same ethnic group more, than that of students belonging to the ethnic majority or to other ethnic minority groups. Effects of the share of immigrants on test scores of ethnic majority students even seem close to zero. Status: forthcoming in School Effectiveness and School Improvement

Reyn van Ewijk, Peter Sleegers

Indirect/long term policy relevant

 

Research question: Previous studies on the effect of the ethnic minority share among class- or schoolmates on school performance are quantitatively compared (meta-analysis) to find out why their results differed and to reconcile their findings. Method: meta-analysis. Results: these compositional effects vary considerably with the ethnic groups they pertain to and with measurement characteristics. Compositional effects appear small in general, but may be larger when the ethnic minority group is African Americans in the USA, than when the minority group consists of immigrants. A high ethnic minority share seems to affect the achievement from students belonging to the same ethnic group more, than that of students belonging to the ethnic majority or to other ethnic minority groups. Effects of the share of immigrants on test scores of ethnic majority students even seem close to zero. Status: forthcoming in School Effectiveness and School Improvement

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