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Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model

Parker, P; Sanders, T; Anders, J; Sahdra, B; Shure, N; Jerrim, J; Cull, N; (2021) Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model. Learning and Instruction , 73 , Article 101432. 10.1016/j.learninstruc.2020.101432. Green open access

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Abstract

Based on the Information Distortion Model (IDM), we hypothesized higher academic interest among low socioeconomic (SES) Australian children compared to equally able high SES Australian children. We extend the IDM in two ways. First, the IDM is a model of school selection and thus empirical evidence of its effect needs to come from a model that controls for achievement prior to school selection. Second, the mechanism of the IDM is presumed to be the big-fish-little-pond-effect (BFLPE), which has not been tested. We used a longitudinal representative sample of first-year high-school students (age ~12, N = 2507). We linked student high-school survey data to the whole of school and individual student administrative records of achievement from high-stakes national standardized tests in elementary and high-school. Our results were consistent with IDM for math interest but more mixed for reading interest, suggesting that additional processes may be in operation.

Type: Article
Title: Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.learninstruc.2020.101432
Publisher version: http://dx.doi.org/10.1016/j.learninstruc.2020.1014...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Educational inequality, Information distortion model, Math, Reading
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10117898
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