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Student Achievement, School Quality, and an Error-Prone Family Background Measure: Exploring the Sensitivity of the Heyneman-Loxley Effect in Southern and Eastern Africa
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Rew, W. Joshua; Andon, Anabelle; Luschei, Thomas F. – Large-scale Assessments in Education, 2022
Background: We examine the sensitivity of the Heyneman-Loxley Effect to the influence of an error-prone family background measure in 15 education systems from Southern and Eastern Africa. Our aim is to revisit a claim by Abby Riddell from the November 1989 issue of the "Comparative Education Review" concerning the reliability of family…
Descriptors: Foreign Countries, Family Characteristics, Background, Academic Achievement
Is Computer Availability at Home Causally Related to Reading Achievement in Grade 4? A Longitudinal Difference in Differences Approach to IEA Data from 1991 to 2006
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Rosén, Monica; Gustafsson, Jan-Eric – Large-scale Assessments in Education, 2016
Research on effects of home computer use on children's development of cognitive abilities and skills has yielded conflicting results, with some studies showing positive effects, others no effects, and yet others negative effects. These studies have typically used non-experimental designs and one of the main reasons for the conflicting results is…
Descriptors: Measurement, International Assessment, Grade 4, Longitudinal Studies