Kingdon, G;
(1998)
How Much Do Schools Matter to Pupil Achievement in India?
Journal of Educational Planning and Administration
, XIII
(1)
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Abstract
Are school characteristics more important to student achievement than pupils’ home background? We are provoked to address this question because of Heyneman and Loxley’s (1982, p18) dramatic conclusion that in India, the overwhelming proportion (90%) of the variance in students’ science achievement is explained by school and teacher variables and only a small proportion (10%) by home factors. Our findings fail to confirm Heyneman and Loxley’s result for India but suggest, instead, that home background and school influences are both important to student achievement in India.
| Type: | Article |
|---|---|
| Title: | How Much Do Schools Matter to Pupil Achievement in India? |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.niepa.ac.in/Pub_Jepa.aspx |
| 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. |
| 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 - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10128843 |
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