Student background factors influencing student achievement in Serbia

Abstract

This paper describes student‐level findings of the first large‐scale comprehensive school effectiveness study of the primary education in Serbia. Twenty‐five student‐level variables were examined in a three‐level HLM model using a study sample of almost 5000 students, over 250 classrooms and over 100 schools. Differences between the students were in large part responsible for differences in achievement scores in mathematics and Serbian language. Parental education, Roma minority status, developmental or family problems, gender, student motivation, parental involvement in student work and homework were some of the factors associated with student achievement. Serbian policy‐makers are alerted to possible actions in order to improve mathematics and Serbian language achievement.

Keywords:

• school effectiveness
• student background
• Serbia
• hierarchical linear modelling

Acknowledgements

Serbian Ministry of education and the Institute for Education Quality and Evaluation (IEQE) have made this study possible. Office of fellowships and graduate student support at the George Washington University has enabled this research through the University Policy Fellowship. This paper was also supported by the Serbian Ministry of science and technological development projects (2011‐1014): “From encouraging initiative, cooperation and creativity in education to new roles and identities in society” (No. 179034) and “Improving the quality and accessibility of education in modernization processes in Serbia” (No. 47008). I am tremendously thankful to Dr Robert Croninger, Dr James Williams, Dr Iris Rotberg, Dr Pasi Sahlberg and Dr Dylan Conger who provided priceless suggestions for this study, kindly corrected my mistakes, and immensely supported my efforts in this research. Finally, I will be forever grateful to my mentor, Dr Gregg Jackson, who wholeheartedly taught, advised and supported me before, during and after my work on this study.

Notes

1. This study was undertaken somewhat concurrently with PISA 2003, which for the first time analysed achievement of 15‐year‐old Serbian students in its report. The analyses presented here – which focused on primary school students – were already under way when PISA 2003 was published.

2. This variable, even though it asked a teacher about student’s socio‐economic status (that encompasses more than just family wealth) referred to family wealth in this case, as offered responses were: “very rich”, “rich”, “average”, “poor” and “very poor”.