Children's educational progress: partitioning family, school and area effects

Rasbash, Jon and Leckie, George and Pillinger, Rebecca and Jenkins, J (2010) Children's educational progress: partitioning family, school and area effects. Journal of the Royal Statistical Society, Series A, 173 (3). pp. 657-682. ISSN 0964-1998 (In Press)

Full text not available from this repository. (Request a copy)


School effectiveness analyses have largely ignored the role of the family as an important source of variation for children's educational progress. Sibling analyses in developmental psychology and behavioural genetics have largely ignored sources of shared environmental variation beyond the immediate family. In this paper we formulate a multilevel cross-classified model that examines variation in children's progress during secondary schooling and partitions this variability into pupil, family, primary school, secondary school, local education authority and residential area. Our results suggest that about 50% of what has been labelled as pupil variation in school effectiveness models is really between family variation and that about 22% of the total variance is due is due to shared environments beyond the immediate family

Item Type: Article
Subjects: 5. Quantitative Data Handling and Data Analysis > 5.6 Multilevel Modelling
Depositing User: LEMMA user
Date Deposited: 25 Mar 2009 14:22
Last Modified: 14 Jul 2021 13:50

Actions (login required)

View Item
View Item