Abstract
Applying qualitative comparative analysis (QCA), this study explores the configurations of conditions that contribute to the polarisation of high-performing and low-performing secondary schools in Victoria, Australia. It is argued that the success and failure of schools can be understood in terms of causal complexity, where one or several configurations of conditions can cause a given outcome. The study identifies that there is no single condition alone that produces high or low performance. However, the study does reveal the existence of multiple configurations or causal relations that tend to produce school success or school failure. Relative to the dataset considered in this study, three configurations related to success and almost twice that many configurations underpinning failure are identified. The polarisation of the high-performing and low-performing schools and persistent inequality are complex phenomena. This study presents QCA as a useful and alternative methodology for researchers to uncover such complex phenomena over and above large-scale quantitative and classical analysis.
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Notes
VCE study scores are assessed on a scale of 0–50, and in all the studies, the average study score across the state was 30. Schools achieving median study scores over 30 are regarded as high performing in this study.
Ragin (2008, pp. 115–118) suggests an appropriate raw coverage could be at least 90 % when recognising necessary conditions.
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Acknowledgments
The author would like to thank Dr Katherine Caves (ETH Zurich), Professor Lawrie Angus (Federation University Australia), Associate Professor Chandrasena Liyana Cabraal (Chicago State University) and Dr Graeme Harvey for their helpful feedback.
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No conflicts of interest to declare. The views and opinions expressed in this article are those of the author and do not necessarily reflect the official policy or position of the Department of Education and Training (DET).
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An erratum to this article is available at http://dx.doi.org/10.1007/s13384-016-0220-9.
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Bandaranayake, B. Polarisation of high-performing and low-performing secondary schools in Victoria, Australia: an analysis of causal complexities. Aust. Educ. Res. 43, 587–606 (2016). https://doi.org/10.1007/s13384-016-0213-8
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DOI: https://doi.org/10.1007/s13384-016-0213-8