地域の社会経済特性による子どもの学力の推計 : 学力の社会的規定性を克服する教育条件の探求

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概要

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• Children's academic achievements differ by social class. Today, many researchers investigate schools that effectively reduce these differences. They have pointed out that in schools that are successful in this endeavor, there are many practices aimed at raising the academic achievements of children from lower classes. In this paper, I attempt to clarify the effects of these practices from the viewpoint of added value. This study aims to compare the actual achievement levels of children of each region with those estimated based on their socio-economic conditions and to clarify the educational conditions in the regions in which the actual levels are higher than expectations. For my method, I analyzed the data of academic achievement tests. I clarified children's achievement levels in 49 cities and wards in the Tokyo metropolitan area and in school districts in Adachi Ward (73 primary school districts, 38 junior high school districts). I examined the relations between the achievement levels and the socio-economic conditions of each region. Using this data, I estimated achievement levels using regression analysis. Regions were then divided into types by comparing the expected levels and actual ones. I named regions whose achievement levels were higher than expected "Effort types." The opposites are named, "Problem types." I then investigated the differences of educational conditions between these two types. It was found that in Effort types, the numbers of children per school, class and teacher are relatively small. School size, class size and teacher's burden are small in these regions. In Problem types, they are relatively large. These differences are significant in the data from school districts in Adachi Ward. Based on the findings, I concluded as follows: 1. The influence of social background on children's academic achievement can be reduced by the improvement of educational conditions such as reducing class size, which is the task of educational administrations. 2. The improvement of educational conditions is less effective for raising the absolute level of academic achievement. It is effective for the reduction of the social determinants of children's academic abilities. 3. Evaluations of schools from the viewpoint of added value are needed.

• 日本教育社会学会の論文
• 2008-06-15

著者

• 舞田 敏彦

  武蔵野大学

関連論文

• 地区の社会経済特性による子どもの学力の推計 : 東京・荒川区内23小学校区の事例(IV-3部会 【テーマ部会】学力格差の構造を問う,研究発表IV,一般研究報告)
• 地域の社会経済特性による子どもの学力の推計 : 学力の社会的規定性を克服する教育条件の探求
• 地域の社会経済特性による子どもの学力の推計(第二報告)(I-7部会 地域社会と教育(1),研究発表I,一般研究報告)
• 教員の離職に関する研究(23-【A】学校制度・経営,2 一般研究発表II,発表要旨)
• 1.地域の社会経済特性による子どもの学力の推計(II-9部会 地域社会と教育,研究発表II,日本教育社会学会第58回大会)
• 子どもの就学不全と地域社会の関連に関する基礎的実証研究(8 教育と社会,自由研究発表II,発表要旨)

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