Abstract
The current view of student achievement is that the quality of teaching students receive determines whether or not they do well at school. In this chapter we draw attention to ‘context’ as a complementary explanation for students’ academic achievement, particularly regarding achievement differences between students from different socio-economic backgrounds. Our focus is on the broader social, political and economic influences that adversely position students and schools, and the institutional stances that schools take in relation to their students.
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Notes
- 1.
This is a gap reminiscent of the one emerging in labour market remunerations (Gale, 2005).
- 2.
Even aside from remunerated work, there are few community organisations within Crimson Brook. With little in the way of opportunities to undertake volunteer work in the town, some residents feel as though they don’t have a functioning future or an employed future.
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Mills, C., Gale, T. (2010). Student Achievement in Context. In: Schooling in Disadvantaged Communities. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3344-4_3
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DOI: https://doi.org/10.1007/978-90-481-3344-4_3
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Publisher Name: Springer, Dordrecht
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Online ISBN: 978-90-481-3344-4
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