The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-09e

Bibliographic reference :
Duru-Bellat, M. (2001). Effets maîtres, effets établissements: quelle responsabilité pour l'école? Revue suisse des sciences de l'éducation, 23(2), 321-335.

Abstract :

In France, the diversity of educational situations and school contexts is considered an important facet of the school crisis. Segmentation prevalent in our society leads to inequalities, and the contribution of schools to these inequalities is usually approached under the terms of institution effect and teacher effect (or context effects). In this article, Duru-Bellat reviews expertise on this subject and stresses certain methodological problems related to the complexity of these effects and the need to distinguish effectiveness from equity.

Role of Context Effects
To recognize the role of context effects is to bring to light the factors that contribute to school failure. Certain aspects of the context effects are recognized in the scientific community as promoting academic achievement. For instance, it is in the interest of all students, particularly the weaker ones, to attend schools along with more privileged students. A culture in favour of student studies has a great deal to do with it. Certain pedagogical factors have also proven to have a positive effect, such as the optimum use of school time,  translating into better group management, high teacher expectations, regular assessment leading to the adaptation of teaching, the quality of relationships between teachers and students, clearer rules, rights and responsibilities for students and a peaceful learning climate. Among the most important factors of academic achievement, it seems that teacher effects are no longer contested, as well as student personal characteristics.

Linking Context Effects to Social Inequalities
There are still unanswered questions as to what links context effects to social inequalities. This issue is complicated by the diversity of how educational institutions are run and their resources, coupled with a clientele with its own family resources, in themselves very heterogeneous. Duru-Bellat believes that it is not possible to provide a typical picture of an effective (and equitable) institution based on current research. As for assessing pedagogical practices, some of which that are considered innovative (e.g. early teaching of languages) only increase achievement inequalities.

Duru-Bellat ends her article by insisting on the hardly disputed fact that ghetto schools widen gaps. Political choices must be made in order to provide all students with access to an educational environment of equal quality.

Key Words :
Effectiveness, Equity, Teacher Effect, Institution Effect, Context Effects, Gap among Institutions, Diversity of Educational Situations, Pedagogical Practices, School Environment

Monitored Countries :
France