초등학생의 학업 성취에 대한 학교 효과 분석 : 평균 향상과 격차 완화의 두 측면에서
A Study on the School Effect on Elementary Student's Mathematics Achievement : in Terms of Improving Average and Closing a Gap
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이 논문은 초등학교 학생의 수학 성취도에 대한 학생 배경과 학교 경험의 영향력을 분석하였다. 이를 위해서 한국교육개발원에서 수집한 전국의 191개 초등학교 6학년 학생 12,467명의 자료를 다층모형을 적용하여 재분석하였다. 분석 결과는 학생들의 수학 성취 수준에 대해서 학생 특성과 가정 배경의 영향력이 의미 있게 나타났고, 학생들의 학습태도와 교사의 열의와 같은 학교 변인들도 긍정적인 영향을 미치는 것으로 나타났다. 이와 함께 긍정적인 학교 경험은 가정 배경에 의한 차이를 완화해 주는 경향이 있었다. 이런 결과들은 학업 성취도 평가 결과를 학교의 교육 수준을 보여주는 자료로 활용할 경우 평균적인 성취 수준만이 아니라 학교 내 집단 간 차이에도 주목할 필요가 있다는 것을 시사한다. 점차 증가하는 학생들의 학업 성취도 평가에 대한 요구에 비추어볼 때, 학교의 교육수준을 파악하기 위해서 학생들의 성취도 정보를 어떻게 활용할것인가를 검토하는 것은 매우 중요한 과제이다.
Abstract
This study analyzed the school effect on mathematics achievement of elementary student. The question whether the independent effect of school education exists after controlling the influence of student backgrounds on their academic achievement has been addressed continually since the report of Coleman and the colleagues (1966) was published. This study focused on the school climate factor such as other peer's learning attitude in classes, teachers' passion, academic press that students have experienced in their school. It used the data of the 12,467 students of 191 elementary schools, which was collected by Korean Educational Research Institute. In result, the peer student's learning attitude and the academic press have an significant effect on math achievement of 6th grade students. In addition, these school climate variables have an significant effect to diminish the influence of family backgrounds such as parents' socio-economic status(SES) and educational support. These results indicate that school makes a difference on student achievement by independent and differentiated effect. And these findings imply that not only the average score but also the level of difference between roups within a school could be important indicator to explore school effect on student's academic achievement.
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