eprintid: 10011157
rev_number: 14
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/01/11/57
datestamp: 2013-09-26 14:03:01
lastmod: 2017-12-07 21:21:39
status_changed: 2013-06-01 01:37:01
type: article
metadata_visibility: show
creators_name: Mostafa, Tarek
creators_id: t.mostafa@ioe.ac.uk
title: Decomposing inequalities in performance scores: the role of student background, peer effects and school characteristics : the role of student background, peer effects and school characteristics
ispublished: pub
divisions: B14
keywords: Educational stratification, Achievement inequalities, Multilevel modelling
abstract: This paper analyses the mechanisms of stratification and inequalities in educational achievements. The main objective is to determine how stratification leads to unequal educational outcomes and how inequalities are channelled through student characteristics, school characteristics and peer effects. This analysis is undertaken in five countries differentiated by their schooling systems. The countries are Japan, Finland, Germany, Italy and the UK, and the dataset used is PISA 2003. The analysis consists of a multilevel econometric model used to explain variations in performance scores. The explanatory variables are student, school and peer characteristics. The institutional context of each education system is used to interpret the results and to describe how inequalities arise. In the last section, policy implications, based on the regression results, are derived.
date: 2010-12
date_type: published
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: restricted
publication: International Review of Education
volume: 56
number: 5-6
pagerange: 567–589
pages: 23
refereed: TRUE
issn: 0020-8566
citation:        Mostafa, Tarek;      (2010)    Decomposing inequalities in performance scores: the role of student background, peer effects and school characteristics : the role of student background, peer effects and school characteristics.                   International Review of Education , 56  (5-6)   567–589.          Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10011157/1/tarek_mostafa_iroe.doc
document_url: https://discovery.ucl.ac.uk/id/eprint/10011157/2/IRE_published.pdf