Changes in the Multi-Level Effects of Socio-Economic Status on Reading Achievement in Sweden in 1991 and 2001

• This study examines the changes in educational inequality at the school- and individual-levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10-Year Trend Study in PIRLS 2001. The between-school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school-level are the two main focuses. Applying a two-level structural equation modeling technique, it was found that the between-school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

ses effects

reading achievement

iea

two-level structural equation modeling

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)