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The Impact of School Academic Quality on Low Socioeconomic Status Students

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  • Patrick Lim
  • Sinan Gemici
  • Tom Karmel

Abstract

type="main" xml:lang="en"> The issue addressed by this article is whether there is an interaction between school ‘quality’ and students' socioeconomic status. That is, is a school that is of ‘high quality’ for high socioeconomic status students as effective for students from a low socioeconomic background? The answer is that a school that is of ‘high-quality’ benefits all students in terms of completion of Year 12, but more so for the most vulnerable of students: those who have low academic achievement at age 15 years in addition to coming from a low socioeconomic status background.

Suggested Citation

  • Patrick Lim & Sinan Gemici & Tom Karmel, 2014. "The Impact of School Academic Quality on Low Socioeconomic Status Students," Australian Economic Review, The University of Melbourne, Melbourne Institute of Applied Economic and Social Research, vol. 47(1), pages 100-106, March.
    • Handle: RePEc:bla:ausecr:v:47:y:2014:i:1:p:100-106
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    Cited by:

    1. Somayeh Parvazian & Ronnie Semo, 2018. "The Longitudinal Surveys of Australian Youth: 20 Years and Beyond," Australian Economic Review, The University of Melbourne, Melbourne Institute of Applied Economic and Social Research, vol. 51(3), pages 426-440, September.

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