The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001
Abstract
This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.
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“Concurrently, examining multi-level effects of SES on reading achievement using data from IEA ' s Reading Literacy Study from 1991 and PIRLS data from 1991 to 2001, the SES effect appears to have increased in Sweden over time, with between-school differences being greater in 2001 than in 1991, suggesting school SES has a strong effect (Hansen et al. 2011).”
From Socioeconomic Inequality and Educational Outcomes (2019) · cites this paper as Hansen et al. 2011
Citations
Cites
Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research
Sirin, S. R. (2005) · Review of Educational Research · doi:10.3102/00346543075003417 · Cited by 4,687 · cited 2×
“Sirin (2005) interpreted a comparison of the two meta-analyses as showing that there has been a slight decrease in the strength of the correlation between SES and achievement over time.”
Method
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Cited by
Sorted by citations
Socioeconomic Inequality and Educational Outcomes
Broer, M., Bai, Y., & Fonseca, F. (2019) · IEA Research for Education · doi:10.1007/978-3-030-11991-1 · Cited by 145
Metadata
- Authors
- Yang Hansen, K., Rosén, M., & Gustafsson, J.
- Affiliations
- University of Gothenburg (SE)
- Venue
- Scandinavian Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 2011-04
- Volume
- 55
- Issue
- 2
- Pages
- 197-211
- ISSN
- 0031-3831 (ISSN-L)
- 1470-1170
- OpenAlex
- W1974239490
- Cited by
- 28
- References
- 1
- Citations by year
- 2025: 1 · 2023: 2 · 2022: 3 · 2021: 1 · 2020: 3 · 2019: 4 · 2018: 5 · 2017: 1 · 2015: 3 · 2014: 3 · 2013: 1 · 2012: 1
- FWCI
- 7.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Scandinavian Journal of Educational Research (publishedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
- Social Sciences › Sociology and Political Science › Cultural Capital and Social Class
- Keywords
- socioeconomic status, educational inequality, reading achievement, educational reform, demographic change, Sweden
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- CoChat. (2026). Citation check: Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001. https://app.cochat.ai/papers/10.1080/00313831.2011.554700
- The paper
- Yang Hansen, K., Rosén, M., & Gustafsson, J. (2011). Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2011.554700
