Educational Inequality in Primary Schools in Ireland in the Early Years of the National Literacy and Numeracy Strategy: An Analysis of National Assessment Data.
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| Title: | Educational Inequality in Primary Schools in Ireland in the Early Years of the National Literacy and Numeracy Strategy: An Analysis of National Assessment Data. |
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| Authors: | Karakolidis, Anastasios1 anastasios.karakolidis@erc.ie, Duggan, Alice1, Shiel, Gerry1, Kiniry, Joanne1 |
| Source: | Irish Journal of Education. 2021, Vol. 44, p1-24. 24p. |
| Subject Terms: | *Educational equalization, *Primary schools, *Literacy programs |
| Abstract: | Drawing on data from the National Assessments of Mathematics and English Reading (NAMER) 2009 and 2014, the current study compares inequalities in reading and mathematics achievement that may be attributed to demographic and socioeconomic characteristics, before and after the initial implementation of the National Literacy and Numeracy Strategy 2011-2020. The results indicate that the improvements in overall pupil performance, observed following the initial implementation of the Strategy, were accompanied by reduced inequalities. While all examined groups of pupils saw improvements in both reading and mathematics over time, the improvements particularly favoured groups of pupils who had lower performance than their counterparts in 2009, leading to smaller performance gaps in 2014. The findings are complemented by the results of multilevel analysis which showed a significant reduction in the variance in pupil performance attributable to between-school differences, as well as to selected demographic and socioeconomic factors, after the introduction of the Strategy. The implications of these and other findings are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Irish Journal of Education is the property of Irish Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 155231880 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Educational Inequality in Primary Schools in Ireland in the Early Years of the National Literacy and Numeracy Strategy: An Analysis of National Assessment Data. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink><relatesTo>1</relatesTo><i> anastasios.karakolidis@erc.ie</i><br /><searchLink fieldCode="AR" term="%22Duggan%2C+Alice%22">Duggan, Alice</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Shiel%2C+Gerry%22">Shiel, Gerry</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kiniry%2C+Joanne%22">Kiniry, Joanne</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Irish+Journal+of+Education%22">Irish Journal of Education</searchLink>. 2021, Vol. 44, p1-24. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Drawing on data from the National Assessments of Mathematics and English Reading (NAMER) 2009 and 2014, the current study compares inequalities in reading and mathematics achievement that may be attributed to demographic and socioeconomic characteristics, before and after the initial implementation of the National Literacy and Numeracy Strategy 2011-2020. The results indicate that the improvements in overall pupil performance, observed following the initial implementation of the Strategy, were accompanied by reduced inequalities. While all examined groups of pupils saw improvements in both reading and mathematics over time, the improvements particularly favoured groups of pupils who had lower performance than their counterparts in 2009, leading to smaller performance gaps in 2014. The findings are complemented by the results of multilevel analysis which showed a significant reduction in the variance in pupil performance attributable to between-school differences, as well as to selected demographic and socioeconomic factors, after the introduction of the Strategy. The implications of these and other findings are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Irish Journal of Education is the property of Irish Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Subjects: – SubjectFull: Educational equalization Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Literacy programs Type: general Titles: – TitleFull: Educational Inequality in Primary Schools in Ireland in the Early Years of the National Literacy and Numeracy Strategy: An Analysis of National Assessment Data. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Karakolidis, Anastasios – PersonEntity: Name: NameFull: Duggan, Alice – PersonEntity: Name: NameFull: Shiel, Gerry – PersonEntity: Name: NameFull: Kiniry, Joanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00211257 Numbering: – Type: volume Value: 44 Titles: – TitleFull: Irish Journal of Education Type: main |
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