Title: The effects of classroom socioeconomic composition on students' civic knowledge in Chile
Authors: Collado, Diego ×
Lomos, Catalina
Nicaise, Ides #
Issue Date: 2015
Publisher: Swets & Zeitlinger Pub.
Series Title: School Effectiveness and School Improvement vol:26 issue:3 pages:415-440
Abstract: In Chile, the influence of the socioeconomic make-up of classrooms on achievement has been extensively studied in mathematics and language, but less in currently important non-traditional subjects such as civic knowledge. This paper analyses the effects of the socioeconomic composition of classrooms on students’ civic knowledge achievement in Chile, using the International Civic and Citizenship Education Study 2009 and a multilevel methodology. This research finds positive influences of higher socioeconomic intakes of 36% of one standard deviation in test scores. These results suggest that in the socioeconomically segregated Chilean education system, these effects would contribute to widening the civic knowledge attainment gap between pupils attending affluent and less affluent schools. In addition, this research finds that, on average, students with a higher individual socioeconomic status are more sensitive to these influences and that socioeconomic composition effects are more acute in the private-voucher sector than in the public sector.
ISSN: 0924-3453
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Centre for Sociological Research
Research Group Education and Lifelong Learning (-)
Professional Learning & Development, Corporate Training and Lifelong Learning
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
Collado-Lomos-Nicaise Civic knowledge in Chile.pdfOA article Published 362KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members


All items in Lirias are protected by copyright, with all rights reserved.

© Web of science