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British Educational Research Journal Volume 33, 2007 - Issue 3
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Original Articles

The short‐term and the long‐term effect of primary schools and classes on mathematics and language achievement scores

Heidi Pustjens Centre for Educational Effectiveness and Evaluation, K.U.Leuven, BelgiumCorrespondence[email protected]
,
Eva Van de gaer Centre for Educational Effectiveness and Evaluation, K.U.Leuven, Belgium
,
Jan Van Damme Centre for Educational Effectiveness and Evaluation, K.U.Leuven, Belgium
,
Patrick Onghena Centre for Methodology of Educational Research, K.U.Leuven, Belgium
&
Georges Van Landeghem Centre for Educational Effectiveness and Evaluation, K.U.Leuven, Belgium
Pages 419-440 | Received 05 Apr 2005, Accepted 04 Nov 2005, Published online: 24 Apr 2007

Citations (13)

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Read on this site (4)

Griet Vanwynsberghe, Gudrun Vanlaar, Jan Van Damme & Bieke De Fraine. (2017) Long-term effects of primary schools on educational positions of students 2 and 4 years after the start of secondary education. School Effectiveness and School Improvement 28:2, pages 167-190.
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Malkeet Singh. (2015) Influence of Socioeconomic Disadvantages on Mathematics Achievement: A Multilevel Cohort Analysis. The Journal of Educational Research 108:5, pages 347-357.
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Malkeet Singh. (2013) A longitudinal study of a state-wide reading assessment: the importance of early achievement and socio-demographic factors. Educational Research and Evaluation 19:1, pages 4-18.
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Heidi Pustjens, Eva Van de gaer, Jan Van Damme & Patrick Onghena. (2008) Curriculum choice and success in the first two grades of secondary education: students, classes, or schools?. School Effectiveness and School Improvement 19:2, pages 155-182.
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Articles from other publishers (9)

Marie-Christine Opdenakker. 2020. International Perspectives in Educational Effectiveness Research. International Perspectives in Educational Effectiveness Research 231 286 .
Lorena Ortega, Lars-Erik Malmberg & Pam Sammons. (2018) Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model. Educational Evaluation and Policy Analysis 40:3, pages 473-501.
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Griet Vanwynsberghe, Gudrun Vanlaar, Jan Van Damme & Bieke De Fraine. (2017) Long-term effects of primary schools on non-cognitive outcomes of students at age 17. Studies in Educational Evaluation 55, pages 83-93.
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Griet Vanwynsberghe, Gudrun Vanlaar, Jan Van Damme & Bieke De Fraine. (2017) Long-term effects of primary schools on mathematics achievement of students at age 17. British Educational Research Journal 43:6, pages 1131-1148.
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Paul Andrews. (2015) Mathematics, PISA, and culture: An unpredictable relationship. Journal of Educational Change 16:3, pages 251-280.
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Anneke C. Timmermans, Tom A. B. Snijders & Roel J. Bosker. (2012) In Search of Value Added in the Case of Complex School Effects. Educational and Psychological Measurement 73:2, pages 210-228.
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Robyn J. Carson & Christina M. L. Beeson. (2013) Crossing Language Barriers: Using Crossed Random Effects Modelling in Psycholinguistics Research. Tutorials in Quantitative Methods for Psychology 9:1, pages 25-41.
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Paul Andrews. (2015) Learning from others Can PISA and TIMSS really inform curriculum developments in mathematics?. The Mathematical Gazette 96:537, pages 385-407.
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Michel Rousseau, Marielle Simon, Richard Bertrand & Krystal Hachey. (2011) Reporting missing data: a study of selected articles published from 2003–2007. Quality & Quantity 46:5, pages 1393-1406.
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