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Zoekopdracht: faculteit: "FEB" en publicatiejaar: "2010"

AuteursL. Cherchye, K. de Witte, E. Ooghe, I. Nicaise
TitelEquity and Efficiency in Private and Public Education: a nonparametric comparison
TijdschriftEuropean Journal of Operational Research
Jaargang202
Jaar2010
Nummer2
Pagina's563-573
ISSN03772217
FaculteitFaculteit Economie en Bedrijfskunde
Instituut/afd.FEB: Research Institute in Economics and Econometrics Amsterdam (RESAM)
SamenvattingThe characteristics of over- and underachievers are delineated within a sample of 372 randomly selected public school children, aged 6 through 17 years, from three racial-ethnic groups and two levels of socioeconomic status (SES). Assessment instruments included the Wechsler Intelligence Scale for Children-Revised, selected scales from the System of Multicultural Pluralistic Assessment, the California Achievement Test, and the Sequential Tests of Educational Progress. A regression equation, predicting achievers on the basis of IQ was used to identify cutoff points for the selection of over- and underachievers (i.e., discrepant achievers). A control group of normal achievement demographically similar to the total sample (i.e., in respect to age, gender, SES, and race), also was selected. Over- and underachievers in reading and math were compared with each other and with the normal controls with respect to age, gender, SES, race, family size, and family structure. Discrepant achievement was not found to be unique to a particular race, level of intelligence, gender, age, family size, or degree of family intactness. Only two significant differences were observed in reading and none were observed in math. Both over- and underachievers tended to be born later than persons of normal achievement. Also, lower-SES blacks were underrepresented and middle-SES blacks were overrepresented among underachievers. Follow-up data over a 3-year period indicated that discrepant achievement was found to be neither chronic nor persistent. This finding, if replicated in other longitudinal research on this topic, seriously challenges the interpretation from cross-sectional studies that over- and underachievement tends to be stable.
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