Annual meeting of the American Educational Research Association (AERA) location:San Diego date:13-17 April 2009
Do schools have an impact on language education, besides the characteristics of their pupils background? Are some schools more effective in basic literacy education than others? The current paper uses the data of the national assessment of June 2007 at the end of primary education in Flanders. In total 2883 pupils in 105 schools participated. They took an IRT-based reading and listening test. Multivariate multilevel analyses reveal that there is more variance between schools for listening than for reading (19 to 11%). The classroom level only has 2% of variance for both skills. Only a few schools differ significantly from the mean performance in the net-model which corrects for variables that are out-of-control for schools.