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School Effects on Pupil Progress: Research Findings and Policy Implications
Abstract
RUTTER, MICHAEL. School Effects on Pupil Progress: Research Findings and Policy Implications. CHILD DEVELOPMENT, 1983, 54, 1-29. Some of the differences in conclusions on whether schooling influences pupil progress have stemmed from the use of difference concepts of school effects. These are reviewed in terms of the proportion of the variance accounted for, the reduction of inequality, and the raising of standards. It is argued that multiple indicators of school effectiveness are required; these should include scholastic attainment, classroom behavior, absenteeism, attitudes to learning, continuation in education, employment, and social functioning. The methodological issues inherent in the determination of school effects in raising standards are reviewed, with an emphasis on the need to control for variations in intake and to determine whether the differences among schools in pupil outcome are attributable to measured features of the schools themselves. It is concluded that there are important school effects that probably represent causal influences. The school features that might be responsible for beneficial effects on pupil progress are reviewed in terms of resources and physical plant, size of school and class, organizational structure, composition of student body, degree of academic emphasis, classroom management, discipline and pupil conditions, pupil participation and responsibility, and staff organization. The policy implications that stem from the research findings are considered.
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Citations
Cites
How Much Can We Boost IQ and Scholastic Achievement
Jensen, A. (1969) · Harvard Educational Review · doi:10.17763/haer.39.1.l3u15956627424k7 · Cited by 2,907 · cited 1×
“These pessimistic views were reinforced by Jensen's (1969) claim that "compensatory education has been tried and it apparently has failed"; by Bowles's (1977) assertion that "educational inequalities are rooted in the basic institutions of our economy"; and by Bernstein's (1970) urging that "education cannot compensat…”
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Schools, Academic Motivation, and Stage-Environment Fit
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Bierman, K. L., Conduct Problems Prevention Research Group, Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0018607 · Cited by 397
Bullying, Victimization, and Sexual Harassment During the Transition to Middle School
Pellegrini, A. D. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3703_2 · Cited by 390
Beckett, C., Castle, J., Rutter, M., & Sonuga-Barke, E. J. (2010) · Monographs of the Society for Research in Child Development · doi:10.1111/j.1540-5834.2010.00553.x · Cited by 84
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Metadata
- Authors
- Rutter, M. L.
- Venue
- Child Development
- Publisher
- Wiley
- Published
- 1983-02-01
- Volume
- 54
- Issue
- 1
- Pages
- 1-1
- ISSN
- 0009-3920 (ISSN-L)
- OpenAlex
- W2017523394
- Cited by
- 474
- References
- 2
- FWCI
- 81.08
- Type
- journal article
- Language
- en
- Open access
- closed
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