This report presents analyses of the TIMSS 1995 eighth grade data aimed at helping understand what makes some schools more effective than others. The results show that classroom-related variables are related to average school achievement even after adjusting for the home background of the students in the school. However the strong relationship that persists between the average level of home background and adjusted student achievement also serves as a reminder that, in many countries, home background, schooling, and student achievement are closely intertwined, and that teasing out the influences of the various contributing factors remains a major challenge.
The complete Effective Schools in Science and Mathematics report
The report is also available in smaller files, divided by chapter as listed below.
|Overview of Procedures and Results|
|Chapter 1||Characteristics of High-Achieving and Low-Achieving Schools in Science and Mathematics|
|Chapter 2||Factors Associated with School Effectiveness in Science and Mathematics|
|Appendix A||Overview of Procedures and Methods|
|Appendix B||Predictors of School Effectiveness in Science|
|Appendix C||Predictors of School Effectiveness in Mathematics|
Effective Schools in Science and Mathematics was released in December 2000 and written by Michael O. Martin, Ina V.S. Mullis, Kelvin D. Gregory, Craig Hoyle, and Ce Shen.