De invloed van krimp op de ontwikkeling van leerprestaties van basisschoolleerlingen in een krimpgebiedRekers-Mombarg, L. T. M. & Hulshof, N., 2017, In : Pedagogische Studiën. 94, 2, p. 90-109 20 p.
Research output: Contribution to journal › Article › Academic › peer-review
Because of school size reduction, less favorable educational context and migration of high educated parents it is assumed that student achievement levels are gradually decreasing in rural areas. We studied the development of mathematics, reading comprehension and language decoding skills and whether this is influenced by the severity of school size reduction. Longitudinal data of 1600 pupils of 24 Dutch rural primary schools are used. Their average achievement level in grade one (6-7 year-olds), three-four, and six fluctuated slightly around thenational average. Multilevel polynomial growth models show that in case of an underachieving cohort at grade one the lag of development is gradually eliminated, regardless of the severity the school size reduction. In grade six all pupil cohorts attain a similar level. Dutch primary schools in a rural area are able to react effectively to the severe consequences of the reducing school size.
|Number of pages||20|
|Publication status||Published - 2017|
- SCHOOL EFFECTIVENESS, school size, RURAL AREA, school size reduction, SCHOOL PERFORMANCE, Primary education, STUDENT OUTCOMES, EQUITY, SOCIOECONOMIC DIFFERENCES, Primary school