Reference : A propensity score matching approach on predicting academic success of primary school...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/48215
A propensity score matching approach on predicting academic success of primary school students
English
Wollschläger, Rachel mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Hornung, Caroline mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Sonnleitner, Philipp mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Hoffmann, Danielle [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Pit-Ten Cate, Ineke mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Fischbach, Antoine mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Jul-2020
Yes
International
12th Conference of the International Test Commission
from 14-07-2020 to 17-07-2020
Esch-sur-Alzette
Luxembourg. (Conference Canceled)
[en] educational success ; propensity score matching ; large scale assessment ; primary/elementary school ; social injustice ; grade retention
[en] School career and academic achievement are known to greatly affect an individual’s path through life (e.g., Trapmann, Hell, Weigand & Schuler, 2007; Jimerson, 2001). In Luxembourg, recent findings indicate that at school entrance (i.e., the beginning of Grade 1) the majority of the students achieve or even surpass the required minimum level of core competencies such as mathematics and early literacy (Hoffmann, Hornung, Gamo, Esch, Keller, & Fischbach, 2018). However, in Grade 3 (i.e., after the first two years of elementary school) many students do no longer achieve the required minimum level of competencies in math and literacy (ibid.). Especially students with another language background than (any of) the official languages in Luxembourg (Luxembourgish, German, and French) and those socio-economically disadvantaged were found to be more likely not to obtain the competency level (ibid.). The current study aims to investigate which specific factors may facilitate (or hinder) learning progression by using longitudinal data of the Luxembourg School Monitoring Programme Épreuves Standardisées from Grade 1 (2014, 2015) to Grade 3 (2016, 2017, 2018). More specifically, students with irregular pathways (i.e., those who experienced grade retention) will be identified as treatment group and compared to a stratified control group of students following regular pathways. For each student of the treatment group, one or more students from the control group will be matched through propensity score matching, a matching procedure based on logistic regression, according to different pre-sets of variables. In a second step, the two groups will be compared in regards to competency levels as well as to socio-emotional context variables such as family background, student-teacher interaction, and school satisfaction aiming at identifying characteristics potentially facilitating (or hindering) a student’s school career.
LUCET
Researchers
http://hdl.handle.net/10993/48215

There is no file associated with this reference.

Bookmark and Share SFX Query

All documents in ORBilu are protected by a user license.