국가수준 학업성취도 평가 결과에 기반한 학교 향상도 변화 추이

Abstract

This study investigated school progress indexes from 2011 to 2014 in both middle and high schools in terms of a school level, a type of region, a metropolitan and provincial office of education and a type of school funding. Also, the trends of school progress indexes over time were categorized into the three types of a consecutive improvement, a consecutive decline, and a cross between improvement and decline (identifying the number of improvement over time), and the internal and external characteristics of schools in each type were investigated. The main findings of this study are as follows. First, an achievement gap between a large city and a rural area continues because the school progress index in a rural area was lower than those in a large city. Second, in public schools and mixed gender schools the school progress indexes were lower than other school types. Also, the results from the analyses of high schools revealed the effectiveness of an independent private high school in academic achievement. Third, the percentage of basic living security received people was the highest in middle schools which academic achievement was consecutively decreased over time, however, in high schools the results varied across different subjects. Fourth, in middle and high schools where the achievement has been consecutively higher than the expected value over time, the principals were active and took a positive view of school climate. Based on these, this study suggested the need for strengthening support for deprived areas, improving educational environment for public schools, improving support for basic living security received people, and enhancing a positive perception of school climate.