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Peer reviewedNash, Roy – Journal of Education Policy, 2001
The New Zealand Progress at School project, investigating school effects, found that individual academic progress is associated with a set of noncognitive dispositions: aspirations, self-concept, and acceptance of the institutional regime. School composition or mix effects were minor. Working-class kids read more proficiently in high-SES schools.…
Descriptors: Academic Achievement, Academic Aspiration, Elementary Secondary Education, Foreign Countries
