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[...] In general, the observed effects go against the initial hypotheses when fixed effects are taken into account: the impact of school CSE is then weak and contrary to theoretical expectations. Individual student backgrounds have a significant impact, while school resources (such as class sizes) have generally little effect on success. CALDAS Stephen J., BANKSTON Carl, "Effect of School Population Socioeconomic Status on Individual Academic Achievement", The Journal of Educational Research, vol n° p. 269- https://www.jstor.org/stable/27542104 Problématique : This article explores the compositional effects of the school on academic outcomes, focusing on the impact of students' socioeconomic status, measured both from students' poverty and parents' level of education. [...]
[...] It also indicates that the linearity hypothesis made in many studies on the link between average SES and performance is generally compatible with the observed data. Conclusion: The increase in school SES systematically leads to an improvement in the academic results of students. However, the authors note that in schools with high SES, a significant proportion of students attend private and fee-paying schools. These schools are particularly favored by the current system, as they receive funds, proportionally to the students they welcome, and in addition, they charge tuition fees. [...]
[...] The psychosocial indicators were evaluated through questionnaires covering three concepts: self-esteem, perceived social isolation at school, and depression. The analysis was carried out by comparing the categories of public high schools two by two, using a procedure of matching The individual characteristics of the student and those of his family are used as explanatory variables in a logistic regression predicting belonging to a category of high school rather than another. In a second step, the variable of interest (academic result or psychosocial indicator) is regressed on the composition of the high school, possibly interacted with the ethnic origin of the student (White, African American, Latino American). [...]
[...] Results: at fixed family characteristics, the poverty rate of peers has a negative impact on academic results, but this link is strongly attenuated when the peers' family status is integrated into the estimation, and it even becomes positive (counterintuitive sense) when the proportion of peers from ethnic minorities is added to the estimation (with a negative coefficient). It is therefore the social and cultural component of peers that influences more than the economic component. The coefficient related to social and cultural status is almost as high as the individual social status. Conclusion: the influence of the peers' family status on academic success is significant, although a bit less important than the student's own social status. CROSNOE R., "Low-Income Students and the Socioeconomic Composition of Public High Schools American Sociological Review, vol n°5, p. [...]
[...] Conclusion: The study highlights the importance of the SSE's influence on success in secondary education and access to higher education, which motivates the interest in socio-economic integration policies of schools. PERRY Laura, McCONNEY, "Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003", Teachers College Record, 112(4), p. 1137- https://psycnet.apa.org/record/2011-06374-006 Problématique: This article explores the relationship between socio-economic status (SES) and student outcomes in Australia at PISA. Method and procedure: The data used come from the PISA 2003 survey in Australia. [...]
