Home and school contributions to science achievement in elementary schools in israel

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Abstract

This article reexamines the relative status of “school variables” versus “home variables” in explaining the variance in science achievement, based on data from Israeli elementary schools in 1984. The contribution of school variables was found to be “subject specific”—larger in subjects taught in school and less dependent on general ability, and “system specific”—larger in low socioeconomic schools and small in high socioeconomic schools.

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