In this paper we employ a multi-level random coefficients model to investigate compositional and cotextual effects in Italian primary schools based on new data produced by INVALSI-SNV. In particular, we investigate individual and contextual effects of socio-economic and cultural status on mathematics tests results by using two indicators based on home resources and highest educational attainment in the family of origin. The results obtained for level-1 fixed effects are in line with previous literature on individual student characterstics, showing a high importance of socio-economic and cultural status, family composition, immigrant status and language spoken at home.
Results for level-2 fixed effects point to a rather high positive effects of average socio-economic status between schools, leading to a positive contextual effect. We discuss the possibility of bias in level 2 estimates and propose ideas for further work investigating the size of contextual effects and school composition variables.
PETRACCO GIUDICI Marco;
VIDONI Daniele;
ROSATI Rossana;
2010-10-27
Springer-Verlag
JRC60045
https://publications.jrc.ec.europa.eu/repository/handle/JRC60045,
10.1007/978-3-642-16324-1,
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