The Short- and Long-Term Effects of Secondary Schools upon Students' Academic Success and Development

Autor/in	Antoniou, Panayiotis
Titel	The Short- and Long-Term Effects of Secondary Schools upon Students' Academic Success and Development
Quelle	In: Educational Research and Evaluation, 18 (2012) 7, S.621-639 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2012.707826
Schlagwörter	Secondary Schools; Academic Achievement; Success; Questionnaires; Graduate Surveys; Statistical Analysis; College Entrance Examinations; Developmental Studies Programs; Educational Assessment; Educational Indicators; Outcomes of Education; School Effectiveness; Student Development; Performance Factors; Longitudinal Studies; Cyprus + Suchen Sie Ihr Suchwort? Sekundarschule; Schulleistung; Erfolg; Fragebogen; Statistische Analyse; Aufnahmeprüfung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Lernleistung; Schulerfolg; Schuleffizienz; Leistungsindikator; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zypern
Abstract	This paper presents the results of a study investigating the short- and long-term effects of secondary schools upon student academic success and development. A questionnaire was administered to a randomly selected sample of 15% of Cypriot students who graduated in June 2004 and June 2005 from secondary schools. A good response rate (i.e., 66%) was obtained. For each criterion of measuring school effects, separate multilevel analysis was conducted. The results provide evidence for statistically significant school effects on students' success at the university entrance exams and on their academic success and development. Suggestions for further research are provided, and policy implications are finally drawn. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10