Reading Achievement and Social Selection in Independent Schools in Sweden: Results from IEA PIRLS 2001
- Resource Type
- Authors
- Monica Rosén; Eva Myrberg
- Source
- Scandinavian Journal of Educational Research. 50:185-205
- Subject
- Variables
media_common.quotation_subject
education
Cultural capital
Mean difference
Literacy
Education
Developmental psychology
Cream skimming
Outcome variable
Mathematics education
Psychology
Socioeconomic status
Social influence
media_common
- Language
- ISSN
- 1470-1170
0031-3831
The study investigates the mean difference in reading achievement between third‐graders in public and independent schools in Sweden. The data come from the Swedish participation in PIRLS 2001 conducted by IEA. Variables from the home questionnaire mainly indicating possession of cultural capital are used as independent variables. A total IRT score of reading achievement is used as outcome variable. It is shown that students in independent schools have on average better reading results and also a more advantageous socio‐economic background than have students in public schools. Social selection hence characterises independent schools. In addition, indicators of students' cultural capital account for the major part of the mean difference between school types.