Compositional Effects in Italian Primary Schools: an Exploratory Analysis of INVALSI SNV Data and Suggestions for Further Research

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,