The school matters: Hong Kong secondary schools’ grade-retention composition, students’ educational performance, and educational inequality

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2022-10-19 DOI:10.1080/09243453.2022.2136210

Nan Xiang, S. Chiu

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引用次数: 1

Abstract

ABSTRACT In the face of Hong Kong’s high grade-retention rates, this study aimed to investigate how Hong Kong secondary schools’ grade-retention composition is associated with student performance and socioeconomic inequality in student performance. As the research questions involved analysis at the school and student levels, this study employed hierarchical linear modelling to analyse the Programme for International Student Assessment (PISA) 2018 data. While grade retention was often suggested to have a negative impact on repeaters’ performance in studies using the same-age comparison strategy, this study found that a higher proportion of retained students at school was not associated with a reduction in students’ performance. However, greater socioeconomic inequality in student achievement was found in schools with higher retention rates. In addition to providing plausible explanations for these findings, this paper discusses the potential role of the government’s retention policies in these respects.

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学校的重要性：香港中学的年级学习构成、学生的教育表现和教育不平等

摘要面对香港的高年级留级率，本研究旨在调查香港中学的年级留级构成与学生成绩和学生成绩的社会经济不平等之间的关系。由于研究问题涉及学校和学生层面的分析，本研究采用分层线性模型来分析2018年国际学生评估计划（PISA）的数据。虽然在使用相同年龄比较策略的研究中，留级通常被认为会对留级生的表现产生负面影响，但这项研究发现，留级学生比例越高，与学生表现的下降无关。然而，在保留率较高的学校，学生成绩的社会经济不平等程度更大。除了为这些发现提供合理的解释外，本文还讨论了政府留用政策在这些方面的潜在作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform