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Marie-Christine Opdenakker

Bio: Marie-Christine Opdenakker is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 213 citations.

Papers
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18 Oct 2001
TL;DR: The authors explored the relationship between school composition and characteristics of school process and investigated their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis.
Abstract: Este estudio explora la relacion entre la composicion de la escuela y las caracteristicas de su proceso e investiga su efecto en el rendimiento matematico en la educacion secundaria belga flamenca a traves de un analisis multinivel. El estudio confirma que hay importantes relaciones entre las variables de la composicion de la escuela y las del proceso escolar en la educacion secundaria. Los analisis del efecto de ambas variables en el rendimiento revelan que estas tienen importantes efectos aislados y combinados en el rendimiento independientemente de la habilidad inicial . This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. The study confirms that there are relationships between school composition and school process variables in secondary education. The analyses of the effect of both variables on achievement revealed that these variables have important net and joint effects on achievement independent of initial ability.

213 citations


Cited by
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Journal ArticleDOI
TL;DR: There has been much agreement on the many features fostering school effectiveness as discussed by the authors, however, questions remain on how to bring about desired changes and the largely unanswered questions that matter for policy and practice.

382 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined the relationship between school SES and student outcomes by asking two research questions: 1) how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for higher SES background? 2) How does the relationship vary across schools with different socioeconomic compositions? In particular, are increases in school socioeconomic composition consistently associated with increases in student academic achievement?
Abstract: Background/Context: It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated. Purpose/Objective/Research Question/Focus of Study: This study examines the relationship between school SES and student outcomes in more detail by asking two research questions. First, how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for students from higher SES backgrounds ? Second, how does the association vary across schools with different socioeconomic compositions? In other words, are increases in school socioeconomic composition consistently associated with increases in student academic achievement? Population/Participants/Subjects: This study uses data from the Australian 2003 Programme for International Student Assessment (PISA). The sample includes over 320 secondary schools and more than 12,000 students from Australia. Research Design: This study is a secondary analysis of data from the Australian 2003 PISA. Descriptive statistics are used to compare the average reading mathematics, and science achievement of secondary school students from different SES backgrounds in a variety of school SES contexts. Conclusions: The two main findings of the study are that increases in the mean SES of a school are associated with consistent increases in students' academic achievement, and that this relationship is similar for all students regardless of their individual SES. In the Australian case, the socio-economic composition of the school matters greatly in terms of students' academic performance.

316 citations

Journal ArticleDOI
TL;DR: In this article, the authors present an empirical analysis of the socioeconomic status (SES) school segregation in Chile, whose educational system is regarded as an extreme case of a market-oriented education, and study the relationship between some local educational market dynamics and the observed magnitude of SES school segregation at municipal level.
Abstract: This paper presents an empirical analysis of the socioeconomic status (SES) school segregation in Chile, whose educational system is regarded as an extreme case of a market-oriented education. The study estimated the magnitude and evolution of the SES segregation of schools at both national and local levels, and it studied the relationship between some local educational market dynamics and the observed magnitude of SES school segregation at municipal level. The main findings were: first, the magnitude of the SES segregation of both lowSES and high-SES students in Chile was very high (Duncan Index ranged from 0.50 to 0.60 in 2008); second, during the last decade, SES school segregation tended to slightly increase in Chile, especially in high schools (both public and private schools); third, private schools – including voucher schools – were more segregated than public schools for both low-SES and high-SES students; and finally, some market dynamics operating in the Chilean education (like privatization, school choice, and fee-paying) accounted for a relevant proportion of the observed variation in SES school segregation at municipal level. These findings are analyzed from an educational policy perspective in which the link between SES school segregation and market-oriented mechanisms in education plays a fundamental role.

299 citations

Journal ArticleDOI
TL;DR: In this article, the effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis.

277 citations

Book ChapterDOI
01 Jan 2006
TL;DR: In this article, the homogenisierung of Schulergruppen is discussed, i.e. homogenisation of Schulerinnen and Schuler nach Leistungsgesichtspunkten.
Abstract: Sichtbarstes Ergebnis der Gliederung eines Systems in Schulformen, auf die sich Schulerinnen und Schuler nach Leistungsgesichtspunkten verteilen, ist die Homogenisierung von Schulergruppen. Hinsichtlich der Leistung ist diese Wirkung nicht nur erwunscht, sondern eigentlicher Sinn der Masnahme. Dem liegt die Vorstellung zu Grunde, Unterricht konne in relativ homogenen Leistungsgruppen besser auf Schulervoraussetzungen abgestimmt und damit zum Zwecke der Forderung aller optimiert werden. Da Schulleistungen aber auch mit der Sozialschichtzugehorigkeit kovariieren, ist mit der Verteilung auf institutionell getrennte Bildungsgange immer auch die soziale Trennung von Schulerinnen und Schulern verbunden. Soziale Segregation ist die Kehrseite institutioneller Leistungsdifferenzierung (Baumert, Trautwein, & Artelt 2003). Dies gilt auch, wenn Schulerinnen und Schuler in nicht gegliederten Systemen innerhalb einer einzelnen Schule auf Zuge verteilt werden oder nach Leistung differenzierte Kurse wahlen (Heck, Price, & Thomas, 2004; Oakes & Wells, 1996; Oakes u.a., 1990).

276 citations