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The relative and absolute risks of disadvantaged family background and low levels of school resources on student literacy
ARTICLE

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Economics of Education Review Volume 29, Number 2 ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

There has been a long-lasting debate of whether the effects of family background are larger than those of school resources, and whether these effects are a function of national income level. In this study, we bring a new perspective to the debate by using the concepts of relative risk and population attributable risk in estimating family and school effects. The study uses data from the Programme of International Student Assessment (PISA), a large international comparative study of the skills of 15-year-old students in 43 countries. The study finds that: (1) there is a curvilinear association between family effects, measured by both relative and attributable risk, and national income level; (2) there is no association between school effects and national income level; (3) the risk associated with low levels of family background is larger than that of low levels of school resources, regardless of national income level.

Citation

Nonoyama-Tarumi, Y. & Willms, J.D. The relative and absolute risks of disadvantaged family background and low levels of school resources on student literacy. Economics of Education Review, 29(2), 214-224. Elsevier Ltd. Retrieved February 1, 2023 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2009.07.007

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