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Differences In School Effectiveness Between Resilient And Struggling Russian Schools

Author

Listed:
  • Aleksandra Mikhaylova

    (National Research University Higher School of Economics)

  • Roman Zvyagintsev

    (National Research University Higher School of Economics)

  • Ìarina Pinskaya

    (MGIMO University)

  • Lorin Anderson

    (University of South Carolina)

Abstract

Our research is dedicated to identifying what allows schools operating in difficult social conditions to show good academic results. We answer this question through the conjugation of two theoretical frameworks: academic resilience and school effectiveness. We analyze several models of school effectiveness and compare resilient and struggling schools through them. The study uses a quantitative and qualitative mixed-methods design. Our main arguments are based on an analysis of interviews conducted with students, parents, teachers, and principals in different schools—3 resilient and 3 struggling. We conclude that the schools differ in the strategies they implement; the main problem facing struggling schools is not the lack of effective elements, but the presence of negative ones; in further studies of school effectiveness, it would be worth using an integrative model that combines both poles

Suggested Citation

  • Aleksandra Mikhaylova & Roman Zvyagintsev & Ìarina Pinskaya & Lorin Anderson, 2021. "Differences In School Effectiveness Between Resilient And Struggling Russian Schools," HSE Working papers WP BRP 60/EDU/2021, National Research University Higher School of Economics.
    • Handle: RePEc:hig:wpaper:60edu2021
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    File URL: https://wp.hse.ru/data/2021/06/25/1430000261/60EDU2021.pdf
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    References listed on IDEAS

    as
    1. Tommaso Agasisti & Francesco Avvisati & Francesca Borgonovi & Sergio Longobardi, 2018. "Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA," OECD Education Working Papers 167, OECD Publishing.
    2. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
    3. Tommaso Agasisti & Sergio Longobardi & Andrea Regoli, 2017. "A cross-country panel approach to exploring the determinants of educational equity through PISA data," Quality & Quantity: International Journal of Methodology, Springer, vol. 51(3), pages 1243-1260, May.
    4. Мarina Pinskaya & Tatiana Khavenson & Sergey Kosaretsky & Roman Zvyagintsev & Aleksandra Mikhailova & Tatiana Chirkina, 2018. "Above Barriers: A Survey of Resilient Schools," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 198-227.
    5. Tommaso Agasisti & Sergio Longobardi, 2014. "Educational institutions, resources, and students' resiliency: an empirical study about OECD countries," Economics Bulletin, AccessEcon, vol. 34(2), pages 1055-1067.
    6. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
    7. Gabrielle Wills & Heleen Hofmeyr, 2018. "Academic Resilience in Challenging Contexts: Evidence From Township and Rural Primary Schools in South Africa," Working Papers 18/2018, Stellenbosch University, Department of Economics.
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    Cited by:

    1. Roman Zvyagintsev, 2021. "Personality Traits of Students in Resilient and Struggling Schools: Different Children or Different Schools," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 33-61.
    2. Звягинцев Р. С., 2021. "Личностные Характеристики Учащихся Резильентных И Неблагополучных Школ: Разные Дети Или Разные Школы," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 3, pages 33-61.

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