The Matthew Effect in Dutch Primary Education: differences between schools, cohorts and pupils

Share/Save/Bookmark

Luyten, H. and Cremers-van Wees, L.M.C.M. and Bosker, R.J. (2003) The Matthew Effect in Dutch Primary Education: differences between schools, cohorts and pupils. Research Papers in Education, 18 (2). pp. 167-195. ISSN 0267-1522

[img]PDF
Restricted to UT campus only
: Request a copy
1538Kb
Abstract:Secondary analysis of longitudinal data from Dutch primary education was used to assess to what extent differences between educationally disadvantaged pupils and other pupils increase during their school careers. For language and arithmetic the differences between pupils with poorly educated and well-educated parents increases, while the disadvantage of Turkish and Moroccan pupils in non-verbal intelligence slightly decreases. Most progress was made in schools and cohorts with a low starting level. Differences in language achievement between schools were greatest where pupils of poorly educated parents were in a setting with many other disadvantaged pupils. Several cohorts per school were included in our analyses so that the development of schools could be examined. However, no significant differences were found between cohorts within schools regarding the size of the Matthew effect.
Item Type:Article
Copyright:© 2003 Routledge
Faculty:
Behavioural Sciences (BS)
Research Group:
Link to this item:http://purl.utwente.nl/publications/58644
Official URL:http://dx.doi.org/10.1080/0267152032000081922
Export this item as:BibTeX
EndNote
HTML Citation
Reference Manager

 

Repository Staff Only: item control page

Metis ID: 213051