설립별 학교유형과 역사적 전통에 따른 사학 유형이 학업성취도에 미치는 영향: 일반계고교를 중심으로
The effect of the type of schools by foundation and the type of private schools by historical tradition on academic achievements in general high schools
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이 연구에서는 일반계 사립 고등학교를 역사적 전통에 따라 해방이전 설립학교, 해방이후 평준화이전 설립학교, 평준화이후 설립학교로 유형화하여 설립별 학교 유형 및 역사적 전통에 따른 사학 유형의 학교효과를 분석하였다. 분석을 위한 자료는 2003년도 KEDI 교육통계DB 가운데 일반계 고등학교 통계자료와 KEDI 「학교교육 실태 및 수준 분석 연구: 고등학교」의 설문조사자료, 2003년 6월 서울시 교육청 주관으로 시행한 연합모의 수학능력시험 성적을 결합한 자료를 활용하였다. 위계적 선형모형에 기초하여 학교 소재지역, 학교 평균 사회경제적 수준, 학생의 가정배경과 부모의 지원 등 학교와 학생 관련 투입 요인을 통제한 상태에서 학교 설립유형 및 사학의 역사적 전통이 학생들의 학업성취도에 미치는 영향을 분석한 결과, 역사적 전통이 오래된 사립학교 학생들의 학업성취도는 영어와 수학 영역 모두 국·공립학교 학생들의 학업성취 수준에 비해 유의미하게 높은 것으로 나타났다.
Abstract
This study attempted to examine the school effect of private general high schools in Korea. Classifying private general high schools by their tradition, we analyzed the effect of private schools and their tradition on their students' academic achievement, employing Hierarchical Linear Models. Private schools were classified by their tradition into three types: schools founded before liberation(1944 and before); schools founded between liberation and the implementation of high school entrance policy of student assignment by lottery(1945~1973); and schools founded after the implementation of the high school entrance policy(1974 and after). As for data, we used the data set combining ① the raw data of 2003 KEDI educational statistics DB on general high schools, ② the survey data collected for KEDI research "An analytical study on the qualitative level and actual condition of school education: the case of high school in Korea"(Kim et al., 2003) and ③ the scores of joint exam scholastic aptitude test carried out by Seoul Education Office in 2003. The levels of academic achievement in English and mathematics were found to be higher for private school students than for public school students and the longer the tradition of private schools, the higher the level of their students' academic achievement. When individual and school input variables were controlled for, the levels of academic achievement appeared to be higher in private schools founded before liberation than in public schools.
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