Page 159 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 159
the interplay of factors contributing to esl at the school level
The impact of school composition on ESL
School composition or the characteristics of the student body are one of
the most examined school factors concerning ESL and achievement. This
means the characteristics of students as a whole can influence a student
over and above the effect of their individual characteristics (Rumberger &
Lim, 2008). In the literature review conducted by these authors, the follow-
ing indicators of school demographics are identified as having a direct ef-
fect on ESL: mean SES, the share of at-risk students (e.g. poor grades, tru-
ancy, discipline problems, grade retention), the share of racial or linguistic
minorities, the share of high-mobility students (those changing schools or
residences) and the share of students from single-parent families (or oth-
er family composition alternatives). Traag and van der Velden (2008) also
found a large percentage of students from ethnic minorities in school in-
crease the risk for some groups of ESLers (i.e. without a lower secondary
diploma) after controlling for the individual’s minority background; in
general, a 10% drop in the share of students with a minority background
decreased the risk of ESL by 13%. For other groups of ESLers (i.e. with a
lower secondary diploma; in an apprenticeship programme), the share of
minority students from ethnic minorities in a school had no effect on the
risk of ESL. McNeal (1997) also found the percentage of minorities affect-
ing the chances of ESL. A study in Ireland found the effect of the school’s
socio-economic composition – schools with more students from disadvan-
taged backgrounds had higher ESL rates, over and above individual student
characteristics (Houses of the Oireachtas, 2010).
It is important to note that some studies indicate that, after accounting
for several other school characteristics (e.g. school size, climate, resources,
student-teacher relations), mean SES and other composition variables no
longer have a direct effect on ESL (see, for example, Lee & Burkam, 2003;
Rumberger & Palardy, 2005). This shows that the effect of school compo-
sition is mediated through other variables. Moreover, different structural
and organisational characteristics of a school are likely to appear togeth-
er (Lee & Burkham, 2003). On a similar note, Palardy (2013) controlled for
differences in student background, peer influences, and school inputs and
practices and found no differences in high-school graduation probability
between low and high SES schools.
159
The impact of school composition on ESL
School composition or the characteristics of the student body are one of
the most examined school factors concerning ESL and achievement. This
means the characteristics of students as a whole can influence a student
over and above the effect of their individual characteristics (Rumberger &
Lim, 2008). In the literature review conducted by these authors, the follow-
ing indicators of school demographics are identified as having a direct ef-
fect on ESL: mean SES, the share of at-risk students (e.g. poor grades, tru-
ancy, discipline problems, grade retention), the share of racial or linguistic
minorities, the share of high-mobility students (those changing schools or
residences) and the share of students from single-parent families (or oth-
er family composition alternatives). Traag and van der Velden (2008) also
found a large percentage of students from ethnic minorities in school in-
crease the risk for some groups of ESLers (i.e. without a lower secondary
diploma) after controlling for the individual’s minority background; in
general, a 10% drop in the share of students with a minority background
decreased the risk of ESL by 13%. For other groups of ESLers (i.e. with a
lower secondary diploma; in an apprenticeship programme), the share of
minority students from ethnic minorities in a school had no effect on the
risk of ESL. McNeal (1997) also found the percentage of minorities affect-
ing the chances of ESL. A study in Ireland found the effect of the school’s
socio-economic composition – schools with more students from disadvan-
taged backgrounds had higher ESL rates, over and above individual student
characteristics (Houses of the Oireachtas, 2010).
It is important to note that some studies indicate that, after accounting
for several other school characteristics (e.g. school size, climate, resources,
student-teacher relations), mean SES and other composition variables no
longer have a direct effect on ESL (see, for example, Lee & Burkam, 2003;
Rumberger & Palardy, 2005). This shows that the effect of school compo-
sition is mediated through other variables. Moreover, different structural
and organisational characteristics of a school are likely to appear togeth-
er (Lee & Burkham, 2003). On a similar note, Palardy (2013) controlled for
differences in student background, peer influences, and school inputs and
practices and found no differences in high-school graduation probability
between low and high SES schools.
159
