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

References

• Béguin , A. A. , de Jong , T. , Rekers‐Mombarg , L. T. M. and Bosker , R. J. 2000 . Het externe rendement van het voortgezet onderwijs , Enschede : Twente University Press . [The external return of secondary education]
   Google Scholar
• Bischop , E. G. , Cherny , S. S. , Corley , R. , Plomin , R. , DeFries , J. C. and Hewitt , J. K. 2003 . Development genetic analysis of general cognitive ability from 1 to 12 years in a sample of adoptees, biological siblings, and twins . Intelligence , 31 : 31 – 49 .
   Web of Science ®Google Scholar
• Bondi , L. 1991 . Attainment at primary schools: an analysis of variations between schools . British Educational Research Journal , 17 : 203 – 217 .
   Google Scholar
• Bosker , R. J. and Scheerens , J. 1994 . Alternative models of school effectiveness put to the test . International Journal of Educational Research , 21 : 159 – 180 .
   Google Scholar
• Brandsma , H. P. and Knuver , J. W. M. 1989 . Effects of school and classroom characteristics on pupil progress in language and arithmetic . International Journal of Educational Research , 13 : 777 – 788 .
   Google Scholar
• Bressoux , P. and Bianco , M. 2004 . Long‐term teacher effects on pupils' learning gains . Oxford Review of Education , 30 : 327 – 345 .
   Web of Science ®Google Scholar
• Bressoux , P. , Leroy‐Audouin , C. and Coustère , P. 1998 . Les extensions des modèles multiniveaux et leur application pour l'évaluation en education . Mesure et Evaluation en Education , 21 (1) : 39 – 59 .
   Google Scholar
• Brutsaert , H. 1998 . Home and school influences on academic performance: state and Catholic elementary schools in Belgium compared . Educational Review , 50 : 37 – 44 .
   Web of Science ®Google Scholar
• Brutsaert , H. and Bracke , P. 1994 . Gender context of the elementary school: sex differences in affective outcomes . Educational Studies , 20 : 3 – 11 .
   Web of Science ®Google Scholar
• Bryk , A. S. and Raudenbush , S. W. 1992 . Hierarchical linear models: applications and data analysis methods , Newbury Park , CA : Sage .
   Google Scholar
• Campbell , R. J. , Kyriakides , L. , Muijs , D. and Robinson , W. 2004 . Assessing teacher effectiveness: a differentiated model , London : RoutledgeFalmer .
   Google Scholar
• Chipuer , H. M. , Rovine , M. J. and Plomin , R. 1990 . LISREL modeling: genetic and environmental influences on IQ revisited . Intelligence , 14 : 11 – 29 .
   Web of Science ®Google Scholar
• Creemers , B. P. M. 1994 . The effective classroom , London : Cassell .
   Google Scholar
• Creemers , B. P. M. and Reezigt , G. J. 1996 . School level conditions affecting the effectiveness of instruction . School Effectiveness and School Improvement , 7 : 197 – 228 .
   Web of Science ®Google Scholar
• D'Agostino , J. V. 2000 . Instructional and school effects on students' longitudinal reading and mathematics achievements . School Effectiveness and School Improvement , 11 : 197 – 235 .
   Web of Science ®Google Scholar
• Daly , P. 1991 . How large are secondary school effects in Northern Ireland . School Effectiveness and School Improvement , 2 : 305 – 323 .
   Google Scholar
• De Fraine , B. , Van Damme , J. , Van Landeghem , G. , Opdenakker , M.‐C. and Onghena , P. 2003 . The effect of schools and classes on language achievement . British Educational Research Journal , 29 : 841 – 859 .
   Web of Science ®Google Scholar
• Devlin , B. , Daniels , M. and Roeder , K. 1997 . The heritability of IQ . Nature , 388 : 468 – 471 .
   PubMed Web of Science ®Google Scholar
• Goldstein , H. 1994 . Multilevel cross‐classified models . Sociological Methods & Research , 22 : 364 – 375 .
   Web of Science ®Google Scholar
• Goldstein , H. 1995 . Multilevel statistical models, (2nd edn) , London : Arnold .
   Google Scholar
• Goldstein , H. and Sammons , P. 1997 . The influence of secondary and junior schools on sixteen year examination performance: a cross‐classified multilevel analysis . School Effectiveness and School Improvement , 8 : 219 – 230 .
   Web of Science ®Google Scholar
• Heyneman , S. P. and Loxley , W. A. 1983 . The effect of primary school quality on academic achievement across twenty‐nine high‐ and low‐income countries . American Journal of Sociology , 88 : 1162 – 1194 .
   PubMed Web of Science ®Google Scholar
• Hill , P. W. and Rowe , K. J. 1996 . Multilevel modeling in school effectiveness research . School Effectiveness and School Improvement , 7 : 1 – 34 .
   Web of Science ®Google Scholar
• Iannelli , C. 2001 . School effects on youth transitions in Ireland, Scotland and the Netherlands , Edinburgh : Centre for Educational Sociology .
   Google Scholar
• Kyriakides , L. , Campbell , R. J. and Gagatsis , A. 2000 . The significance of the classroom effect in primary schools: an application of Creemers' comprehensive model of educational effectiveness . School Effectiveness and School Improvement , 11 : 501 – 529 .
   Web of Science ®Google Scholar
• Lancksweerdt , P. 1991 . GETLOV , Deinze , , Belgium : P.M.S.1 .
   Google Scholar
• Luyten , H. and Snijders , T. A. B. 1996 . School effects and teacher effects in Dutch elementary education . Educational Research and Evaluation , 2 : 1 – 24 .
   Google Scholar
• Marsh , H. W. 1991 . Failure of high‐ability high schools to deliver academic benefits commensurate with their students' ability levels . American Educational Research Journal , 28 : 445 – 480 .
   Web of Science ®Google Scholar
• Mendro , R. L. , Jordan , H. R. , Gomez , E. , Anderson , M. C. and Bembry , K. L. 1998, April . “ Longitudinal teacher effects on student achievement and their relation to school and project evaluation ” . paper presented at the Annual Meeting of the American Educational Research Association, San Diego
   Google Scholar
• Mingat , A. 1987 . Sur la dynamique des acquisitions à l'école élémentaire . Revue Française de Pédagogie , 79 : 5 – 14 .
   Google Scholar
• Ministerie van Onderwijs . 1990 . Statistisch jaarboek van het onderwijs , Brussels : Dienst onderwijsstatistieken . [Educational year statistics]
   Google Scholar
• Mortimore , P. , Sammons , P. , Stoll , L. , Lewis , D. and Ecob , R. 1988 . School matters. The junior years , Wells : Open Books .
   Google Scholar
• Mullis , I. V. S. , Martin , M. O. , Gonzalez , E. J. and Chrostowski , S. J. 2004 . TIMSS 2003 International Mathematics Report (Boston, MA, Boston College)
   Google Scholar
• Opdenakker , M.‐C. and Van Damme , J. 2000a . Effects of schools, teaching staff and classes on achievement and well‐being in secondary education in Belgium: similarities and differences between school outcomes . School Effectiveness and School Improvement , 11 : 165 – 196 .
   Web of Science ®Google Scholar
• Opdenakker , M.‐C. and Van Damme , J. 2000b . The importance of identifying levels in multilevel analysis: an illustration of the effects of ignoring the top or intermediate levels in school effectiveness research . School Effectiveness and School Improvement , 11 : 103 – 130 .
   Web of Science ®Google Scholar
• Opdenakker , M.‐C. , Van Damme , J. , De Fraine , B. , Van Landeghem , G. and Onghena , P. 2002 . The effect of schools and classes on mathematics achievement . School Effectiveness and School Improvement , 13 : 399 – 427 .
   Web of Science ®Google Scholar
• Organisation for Economic Cooperation and Development (OECD) . 2004 . Learning for tomorrow's world. First results from PISA 2003 , Paris : OECD .
   Google Scholar
• Pustjens , H. , Van de gaer , E. , Van Damme , J. and Onghena , P. 2004 . Effect of secondary schools on academic choices and on success in higher education . School Effectiveness and School Improvement , 15 : 281 – 311 .
   Web of Science ®Google Scholar
• Rasbash , J. and Goldstein , H. 1994 . Efficient analysis of mixed hierarchical and cross‐classified random structures using a multilevel model . Journal of Educational and Behavioral Statistics , 19 : 337 – 350 .
   Google Scholar
• Raudenbush , S. W. 1993 . A crossed random effects model for unbalanced data with applications in cross‐sectional and longitudinal research . Journal of Educational Statistics , 18 : 321 – 349 .
   Google Scholar
• Sammons , P. , Mortimore , P. and Thomas , S. 1996 . “ This is a chapter within a book ” . In Merging traditions: the future of research on school effectiveness and school improvement , Edited by: Gray , J , Reynolds , D , Fitz‐Gibbon , C and Jesson , D . 3 – 29 . London : Cassell .
   Google Scholar
• Sammons , P. , Nuttall , D. , Cuttance , P. and Thomas , S. 1995 . Continuity of school effects: a longitudinal analysis of primary and secondary school effects on GCSE performance . School Effectiveness and School Improvement , 6 : 285 – 307 .
   Web of Science ®Google Scholar
• Schagen , I. and Elliot , K. 2004 . But what does it mean? The use of effect sizes in educational research , Slough : National Foundation for Educational Research .
   Google Scholar
• Scheerens , J. and Bosker , R. J. 1997 . The foundations of educational effectiveness , Oxford : Pergamon .
   Google Scholar
• Snijders , T. A. B. and Bosker , R. J. 1999 . Multilevel analysis: an introduction to basic and advanced multilevel modeling , London : Sage .
   Google Scholar
• Strand , S. 1997 . Pupil progress during Key Stage 1: a value added analysis of school effects . British Educational Research Journal , 23 : 471 – 487 .
   Google Scholar
• Strand , S. 1998 . A ‘value added’ analysis of the 1996 primary school performance tables . Educational Research , 40 : 123 – 137 .
   Web of Science ®Google Scholar
• Teddlie , C. and Reynolds , D. 2000 . The international handbook of school effectiveness research , London : Falmer Press .
   Google Scholar
• Thomas , S. , Sammons , P. , Mortimore , P. and Smees , R. 1997a . Differential secondary school effectiveness: comparing the performance of different pupil groups . British Educational Research Journal , 23 : 451 – 469 .
   Google Scholar
• Thomas , S. , Sammons , P. , Mortimore , P. and Smees , R. 1997b . Stability and consistency in secondary schools' effects on students' GCSE outcomes over three years . School Effectiveness and School Improvement , 8 : 169 – 197 .
   Web of Science ®Google Scholar
• Tymms , P. 1993 . Accountability—can it be fair . Oxford Review of Education , 19 : 291 – 299 .
   Web of Science ®Google Scholar
• Tymms , P. 1995 . The long‐term impact of schooling . Evaluation and Research in Education , 9 (2) : 99 – 108 .
   Google Scholar
• Tymms , P. , Merrell , C. and Henderson , B. 2000 . Baseline assessment and progress during the first three years at school . Educational Research and Evaluation , 6 : 105 – 129 .
   Google Scholar
• Van Damme , J. , De Fraine , B. , Van Landeghem , G. , Opdenakker , M.‐C. and Onghena , P. 2002 . A new study on educational effectiveness in secondary schools in Flanders: an introduction . School Effectiveness and School Improvement , 13 : 383 – 397 .
   Web of Science ®Google Scholar
• Van Damme , J. , De Troy , A. , Meyer , J. and Mertens , W. 2001 . Succesvol middelbaar onderwijs , Leuven : Acco . [Moving on successfully through secondary education]
   Google Scholar
• Van Damme , J. , De Troy , A. , Meyer , J. , Minnaert , A. , Lorent , G. , Opdenakker , M.‐C. and Verduykt , P. 1997 . Succesvol doorstromen in de aanvangsjaren van het secundair onderwijs , Leuven : Acco . [Moving on successfully through the first years of secondary education]
   Google Scholar
• Willms , J. D. and Raudenbush , S. W. 1989 . A longitudinal hierarchical linear model for estimating school effects and their stability . Journal of Educational Measurement , 26 : 209 – 232 .
   Web of Science ®Google Scholar