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Policy PointsEducation‐cognition research overlooks the role of education quality in shaping cognitive function at midlife and older ages, even though quality may be more responsive to federal and state investment in public schooling than attainment.For older US adults who attended school during the early to mid‐20th century, the quality of US education improved considerably as federal and state investment increased.Ensuring access to high‐quality primary and secondary education may protect against poor cognitive function at midlife and older ages, particularly among Black Americans and persons who complete less education. It may also play an important role in reducing health inequities. Context: Although educational attainment is consistently associated with better cognitive function among older adults, we know little about how education quality is related to cognitive function. This is a key gap in the literature given that the quality of US education improved considerably during the early to mid‐20th century as state and federal investment increased. We posit that growing up in states with higher‐quality education systems may protect against poor cognitive function, particularly among Black adults and adults who completed fewer years of school. Methods: We used prospective data on cognitive function from the Health and Retirement Study linked to historical data on state investment in public schools, restricting our sample to non‐Hispanic White and Black adults born between 1914 and 1959 (19,096 White adults and 4,625 Black adults). Using race‐stratified linear mixed models, we considered if state‐level education quality was associated with level and decline in cognitive function and if these patterns differed by years of schooling and race. Findings: Residing in states with higher‐resourced education systems during childhood was associated with better cognitive function, particularly among those who completed less than 12 years of schooling, regardless of race. For White adults, higher‐resourced state education systems were associated with higher scores of total cognitive function and episodic memory, but there were diminishing returns as resources increased to very high levels. For Black adults, the relationship between state education resources and cognitive function varied by age with positive associations in midlife and generally null or negative associations at the oldest ages. Conclusions: Federal and state investment in public schools may provide students with opportunities to develop important cognitive resources during schooling that translate into better cognitive function in later life, especially among marginalized populations. [ABSTRACT FROM AUTHOR]

We adapt the Becker et al. (2015) model to study intergenerational educational mobility in Indonesia with a focus on the role of complementarities. We develop an empirical methodology for testing whether parental financial investment is complementary to school quality and parent's education. The empirical analysis is based on two estimating equations derived from the model: a quadratic mobility equation specifying the association between a father's and his children's schooling, and a linear investment equation specifying the optimal financial investment in children's schooling as a function of fathers' schooling. We find that the mobility curve is convex in rural, and linear in urban areas, even though parental education is complementary to financial investment in both locations. School quality is complementary to investment in all rural households but only in educated urban households. It is a substitute in uneducated urban households. Public investment in school quality is expected to improve absolute mobility in most households, but worsen relative mobility. [ABSTRACT FROM AUTHOR]

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy—skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school‐related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4–12‐year‐olds, N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research. Research Highlights: We examined the extent to which four measures of school quality were associated with one another, and whether they predicted children's academic achievement in 10 culturally and geographically diverse societies.Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition.Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations.Our data have implications for designing efficacious educational initiatives to improve school quality globally. [ABSTRACT FROM AUTHOR]

Early reading achievement is essential for all children's development and future success. However, U.S. schools continue to under prepare Black children in early literacy, as evidenced by disparate outcomes observed for this population of learners. The under preparation of Black students is problematic, given the strong negative correlation between early reading proficiency and high school graduation. Preschool learning opportunities are a means to curb this trend, but these instructional opportunities vary in quality and effectiveness. Variations in quality may significantly impact Black girls. Little specific attention has been given to the early reading of Black girls.' Therefore, this article's purpose is to assess the effects of schools on the early reading achievement of Black girls. This study used multilevel modeling to gauge the effects of schools on Black girls' early reading achievement. Our estimates provide correlational inferences concerning the associations between school characteristics and the early reading achievement of Black girls. The reading achievement of a representative sample of Black girls (N = 886) and their corresponding schools was used to assess school effects. The schools' socioeconomic status (SES) and school locations were the primary school characteristics of interest. Results indicate that schools account for approximately 18% of the variation in Black girls' early reading achievement. Thus, schools play a meaningful role in the early reading achievement of Black girls. School-level SES was negatively correlated with Black girls' early reading achievement, but this effect was mediated by school location. In conclusion, schools' observed effects on early Black girl achievement were moderate and influenced by school location. Implications for supporting the early reading achievement of Black girls are provided for educational stakeholders. [ABSTRACT FROM AUTHOR]

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This paper attempts to study how the resurgence of school quality shapes home pricing decisions post-COVID 19 in using data from 187 single-family homes in Gainesville, Georgia, a city with relatively low high school quality. The correlation analysis results show positive linear associations between the price of a house and numerous variables, namely the number of bedrooms, number of bathrooms, square footage, lot size, and parking spaces. There is also a negative linear association between the price of a house and its age. The results from regression analysis show that the number of bedrooms, bathrooms, square footage, and parking spaces are significant predictors of home prices. The results also suggest that in areas like Gainesville, where school quality does not impact home prices, delayed recovery or other local factors might explain the divergence from this trend.

This research aims to analyze the importance of school committees' role and strategies in improving education quality. Through comprehensive analysis, this research identifies the role and strategies of school committees in developing school programs and supporting and inhibiting factors in the implementation process. This research uses a qualitative case study type approach. Data was collected through semi-structured interviews, observation and documentation to determine the role and strategies of influential school committees in efforts to improve school quality. The research results illustrate that the school committee plays an active role as a school partner in supporting school quality improvement initiatives. The strategy implemented by the school committee is carried out through continuous evaluation, recommendations, and raising resources to find problems, take corrective action, and optimize available resources. This research highlights that the success of the school committee's role and strategy will be much more optimal and maximal if it is linked to quality improvements that all parties, both internal and external to the school recognize. This research contributes to advancing school quality improvement methods that can be used and developed in madrasah and schools in the future.

School quality is the most important aspect and a major issue in the education system. This research aims to explore the influence of teamwork and curriculum effectiveness on improving school quality. The method employed is based on a quantitative design with a survey approach. A questionnaire was used to collect data from 146 respondents. School quality is the key variable in this research. The data analysis was conducted using SmartPLS software to provide detailed information on the contribution of each variable's indicators. The findings of this research indicate a strong contribution from each variable in enhancing school quality. The R-square value for the curriculum effectiveness variable is 0.365, meaning that this variable contributes to a 36.5% improvement in school quality. On the other hand, the teamwork variable contributes 62.3% to school quality. These results clearly demonstrate the originality of this research, highlighting that teamwork in schools has a higher contribution value than curriculum effectiveness. Future research needs to examine how to establish teamwork in Islamic educational institutions in an effort to enhance quality. [ABSTRACT FROM AUTHOR]

Using a large administrative dataset of schools in India, we examine the impact of increasing female representation in school management on school performance and children's learning outcomes. Exploiting an education legislation that mandated female representation in school governing committees, we show that participation of females in these committees results in improvement in number of teachers, qualification of teachers and student enrollment. Besides, we provide evidence of positive impact on learning outcomes of children, particularly for girls. We conduct an array of robustness checks to ensure that confounding factors like initial school characteristics, pre-trends are not driving the results. [ABSTRACT FROM AUTHOR]

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This paper attempts to study how the resurgence of school quality shapes home pricing decisions post-COVID 19 in using data from 187 single-family homes in Gainesville, Georgia, a city with relatively low high school quality. The correlation analysis results show positive linear associations between the price of a house and numerous variables, namely the number of bedrooms, number of bathrooms, square footage, lot size, and parking spaces. There is also a negative linear association between the price of a house and its age. The results from regression analysis show that the number of bedrooms, bathrooms, square footage, and parking spaces are significant predictors of home prices. The results also suggest that in areas like Gainesville, where school quality does not impact home prices, delayed recovery or other local factors might explain the divergence from this trend. [ABSTRACT FROM AUTHOR]

School inclusion is a reality in many countries around the world and most schools face the challenges of implementing inclusive education. A full inclusion model has been in place in Italy for five decades, but its actual application presents substantial differences between geographical areas, school levels, and individual schools. Thus, the availability of a comprehensive, psychometrically sound, and easy-to-complete measure of school inclusion that can be used for evaluation, screening, and research purposes is crucial. In this study, we investigated the psychometric properties of the Italian adaptation of the Quality Scale of Inclusive School Development-Short Form (QU!S-S) in a sample of 362 teachers from pre-school to 13th grade. The results supported the adequacy of the five-correlated-factor model of the original German version and the discriminant validity of the scales with respect to measures of professional self-efficacy and attitudes towards inclusive education. We also found different patterns of association of the scales with personal and job characteristics of the teachers. Overall, the results support the adequacy of the psychometric properties of the Italian version of the QU!S-S, which can be considered a valid and reliable tool for assessing the core dimensions of school inclusion in an Italian context. [ABSTRACT FROM AUTHOR]

This study aims to map one of the internal quality assurance programs in an effort to improve the quality of schools seen from the 8 National Education Standards (SNP), the ability of school residents to carry out 5 cycles of the Internal Quality Assurance System (SPMI) at SMP Islam Cikal Harapan 01 and SMP Islam Cikal Harapan 02. Data collection techniques in this study were through questionnaires, interviews, observations, and discussions. The results showed that there was an increase in the ability to understand and implement SPMI at SMP Islam Cikal Harapan 01 and SMP Islam Cikal Harapan 02, East Jakarta. In the percentage value of quality mapping, there was an increase from 2.51% in the Pre Cycle phase to 4.21% in the first cycle phase, and the second cycle, namely quality fulfillment planning, an increase from 2.76% in the Pre Cycle phase. The results of the second cycle are quality fulfillment planning with a value of 3.87%. From the percentage value of the third cycle of quality fulfillment implementation, there was an increase from 2.4% in the pre-cycle phase to 3.2%. From the percentage value of the fourth cycle of monitoring and evaluation of the implementation of quality there was an increase from 2.7% in the pre-cycle phase to 3.8%. From the percentage value of the fifth cycle of the new quality strategy, there was an increase from 2.42% in the pre-cycle phase to 3.52%. The implication of this research for the mentoring activities carried out by the abdimas team of Unindra PGRI Jakarta is that this mentoring activity can be carried out further by involving all school members. This is needed to be able to improve the quality of education in the two schools. [ABSTRACT FROM AUTHOR]

The educational attainment of young women now exceeds that of young men in most of the developed world, and women account for about 60% of new four-year college graduates in the United States. Several studies have suggested that the increase in single-parent households may be contributing to the growing gender gap in education, as boys are more vulnerable to the negative effects of father absence and economic disadvantage than girls.Using data on recent cohorts of young men and women from the National Longitudinal Study of Adolescent to Adult Health (Add Health), I find evidence consistent with other studies that boys are relatively more likely to experience problems in school, including school suspensions, when their father is absent, but also that girls are relatively more likely to experience depression in adolescence, particularly in step-father families. By the time Add Health subjects are young adults, there is no evidence that father absence early in life is more strongly associated with lower rates of college graduation for men, compared to women, in either cross-sectional or family fixed-effect models.

Presidential Decree 80/2013 initiated the self-evaluation of schools and the acquisition of awareness by headmasters and teachers of their role in implementing improvement paths and processes. Among the elements that have not yet entered a common language, the added value is essential for thinking about schools and the concept of quality education. It constitutes an interesting point of view to evaluate how effective the school is in breaking down educational inequalities by offering quality education capable of fixing that "broken" social lift described by many international reports. In this article, qualitative research conducted by interviewing some head-masters from institutions that have achieved a positive school effect aims to identify good practices that promote school effectiveness and thus added value. [ABSTRACT FROM AUTHOR]

Private tutoring participation is increasing in several developing countries, and this expansion has attracted the interest of scholars spanning disciplines of economics, sociology and history. This paper presents a theoretical model of private tutoring demand. The model incorporates the household and school characteristics in a developing country context and demonstrates the source of gender gaps in access to private tutoring. Using a recent database from India and employing a hurdle model approach, the paper also provides estimates of the drivers of private tutoring participation and spending for pre-secondary students. Our results indicate evidence of gender gaps in private tutoring access, and that the socio-economic profile of a student is positively correlated with tutoring demand. Further, school quality indicators are negatively correlated with tutoring participation, suggesting that students at 'better' schools rely less on tutoring. Overall, the findings suggest that tutoring demand is influenced by a mix of demand-side (household, community drivers) and supply-side (school quality and learning environment) factors. The results bring into focus the equity implications of tutoring growth and the need to improve school quality in order to reduce the dependence on private tutoring. [ABSTRACT FROM AUTHOR]

In the past 50 years, a voluminous literature estimating the value of schools through capitalization in home prices has emerged. Prior research has identified capitalization using a variety of approaches including discontinuities caused by boundaries. Here, we use changes in school boundaries and the opening of a new school in Fayette County (Lexington), Kentucky to identify this capitalization. Critical to properly estimating the effect of redistricting is to account for when information on redistricting is available. We treat the information about the effects of zoning as occurring in three stages: announcement of the intent to open the new high school and redistricting, approval of the specific redistricting plan (map), and implementation (opening of the new high school and actual changes in boundaries). We find significant changes in values for homes redistricted from lower‐performing schools and we find that this capitalization occurs well before implementation of the redistricting. As we show, failure to account for capitalization occurring before implementation will attenuate and even change the sign of capitalization. [ABSTRACT FROM AUTHOR]

This research aims to describe 1) the role of school principals in improving teacher performance and 2) describe the role of school principals in improving school quality. The method used in this research is a descriptive qualitative approach. Data collection techniques in this research are interviews, observation, and documentation. The results obtained from this research are 1) the role of school principals in improving teacher performance and school quality, by explaining, organizing, actuating, or controlling. Because it has a tremendous effect on progress and improvements for the institution itself. Teacher performance still has to be improved, it doesn't have to be continuously pushed by the school principal. However, the teacher's duties or rights and obligations have been prepared, as to what steps the teacher must take so that the principal only supervises. 2) school quality, every point of its vision and mission is well implemented. So, the rules for educators and students are all clearly stated. So in the end, the quality of the school can be seen from the institution that produces how many and what graduates enter state and foreign universities.

ABSTRACTThis study addresses an open debate in the literature about the direct effects of measures of school quality on workers’ earnings in the labor market. Card and Kureges (1996) argue that the young sample that Betts (1995) uses understates the effects of the measures of school quality on earnings. The main objective of this study is to investigate the effects of the measures of school quality on earnings at older age, using a recent version of the 1979 National Longitudinal Survey of Youth. The replication of Betts’ analysis show that the measures of school quality did not affect earnings when workers were young. However, the estimation shows that the percentage of teachers with a graduate degree significantly affects workers’ prime-age earnings. The findings support Card and Krueger’s claim that the measures of school quality affected workers’ earnings at older age. More importantly, the results reconcile different findings from two strands of studies in the literature using state-level and individual-level data.

Schools and neighborhoods are adolescents' primary environments, and each has a significant influence on their academic success. The majority of studies on educational attainment have examined the impact of a single context—either the school or the neighborhood—suggesting mixed findings on school and neighborhood effects as well as potential disparities across racial groups. To address this gap, the present study examined the roles of school quality and neighborhood disadvantage on educational attainment for White and Black adolescents. This study used the National Longitudinal Study of Adolescent to Adult Health data collected from a nationally representative sample of U.S. adolescents, merging multiple data sources including in-home surveys, school administrator surveys, student-level educational records, and contextual data. Educational attainment was measured using college enrollment and graduation status. School quality was a significant predictor of college enrollment and graduation for both White and Black adolescents. Neighborhood disadvantage is significantly associated with college enrollment for both racial groups; however, college graduation is significant only for White adolescents. These findings suggest that improving school quality is particularly important for educational attainment regardless of racial background. The article concludes with a discussion on the differential roles of school quality and neighborhood disadvantage in relation to White and Black adolescents. [ABSTRACT FROM AUTHOR]

Mentoring programmes have recently emerged as crucial components of professional development in Polish schools, providing essential support for teachers in line with current educational standards. This study focuses on the perspectives and experiences of both preservice teachers and school principals regarding the role of mentoring in their professional development and learning. Employing qualitative interviews guided by Kvale’s methodology, data were collected from a sample comprising 40 teachers and 33 school principals. The findings reveal shared experiences and needs among school principals and teachers, offering insights into their perceptions, expectations, benefits, challenges, and suggestions for improving mentoring effectiveness. Additionally, both groups advocate for a mentoring approach grounded in constructivism, highlighting its importance in enriching professional development through mentoring initiatives. These insights underscore the significance of adopting constructivist mentoring models to optimise the effectiveness of mentoring programmes in school settings. However, further research is needed to explore the long-term impacts of mentoring programmes on teacher retention, student achievement, and overall school improvement. [ABSTRACT FROM AUTHOR]

We study the interaction between family and school inputs by identifying the causal impact of information about school quality on parental time investment into children. Inspection ratings provide news that shifts parental beliefs about school quality, and hence investment into children. We study this using household panel data from England, linked to administrative records on school inspection ratings. We find that parents receiving good news over school quality significantly decrease time investment into their children. We provide insights on the distributional and test score impacts of the nationwide inspections regime, through multiple margins of endogenous response of parents and children. [ABSTRACT FROM AUTHOR]

In response to the proven negative effects of COVID-19-related school closures on students' learning, Germany launched a 2-billion-euro catch up program that provides financial resources for a variety of compensatory measures. However, many schools had already reacted to the pandemic beforehand and implemented appropriate measures. Against the background of the many funded initiatives as well as the individual initiatives that have been implemented in German schools, this paper examines what determines whether schools offer compensatory measures. Exploiting data from a teacher survey (N = 1648 teachers in 104 schools) in Germany, we tested the predictive power of various school aspects for the degree of compensatory measures realized at the school site to help students make up for possible learning losses due to COVID-19-related distance learning. Our findings from latent regression analyses and relative weight analyses, both at teacher and at school level, confirm the significant role of the existing culture of inclusion at a school for predicting a school's degree of compensatory measures offered. At the same time a range of other investigated school aspects only indirectly predicted compensatory measures, particularly via the culture of inclusion at school. We discuss the findings against the background of the theoretical foundation and the methodological limitations of the present study. [ABSTRACT FROM AUTHOR]

• Black and Latine students often experience lower-quality pre-kindergarten. • School climate (SC) is measured here as strong leadership, family ties, and trust. • SC ameliorated disparities in pre-k classroom organization and emotional support. SC did not moderate disparities in instructional support. • Improving SC may mitigate inequitable pre-k quality. We investigated whether school climate, specifically effective school leadership, strong family ties, and trusting relationships, moderates the well-documented disparities in pre-kindergarten quality for Black and Latine students relative to their peers. In a sample of 615 public schools in a large, urban school district serving a minoritized student population (the average school in the sample served 66% Black and Latine students), we first explored patterns of disparities and found that Black and Latine children, on average, experience lower-quality pre-kindergarten in terms of classroom organization, emotional support, and instructional support. Using structural equation modeling, we found that a multi-dimensional index of school climate moderated this relationship with pre-kindergarten quality in terms of classroom organization and emotional support, but not instructional support. These findings suggest a potential role for school climate in mitigating existing inequities in the quality of pre-kindergarten. [ABSTRACT FROM AUTHOR]

We provide new evidence of the demand for better schools as manifested in bidding wars and changes to the built environment. Using repeat sales before and after a redistricting, we exploit shocks to school quality arising from the continuous, unexpected redistricting of school attendance boundaries in Atlanta. We find that houses redistricted to higher (lower) quality schools are more (less) likely to be involved in a market‐driven bidding war. Similarly, undeveloped, redistricted parcels that receive a positive (negative) school quality shock are more (less) likely to be developed. School quality shocks also have a causal effect on house prices and time‐on‐market. [ABSTRACT FROM AUTHOR]

The growing gender gap in educational attainment between men and women has raised concerns that the skill development of boys may be more sensitive to family disadvantage than that of girls. Using the National Longitudinal Study of Adolescent to Adult Health (Add Health) data we find, as do previous studies, that boys are more likely to experience increased problems in school relative to girls, including suspensions and reduced educational aspirations, when they are in poor quality schools, less-educated neighborhoods, and father-absent households. Following these cohorts into young adulthood, however, we find no evidence that adolescent disadvantage has stronger negative impacts on long-run economic outcomes such as college graduation, employment, or income for men, relative to women. We do find that father absence is more strongly associated with men's marriage and childbearing and weak support for greater male vulnerability to disadvantage in rates of high school graduation. An investigation of adult outcomes for another recent cohort from the National Longitudinal Survey of Youth, 1997 produces a similar pattern of results. We conclude that focusing on gender differences in behavior in school may not lead to valid inferences about the effects of disadvantage on adult skills.

The aim of this study is determining the effect of the principal's transformational leadership, the commitment of educators and education personnel, and training programs on the implementation of school quality management and performance. This research is considered as quantitative research. The population in the study is all Malang teachers. 100 Malang teachers are used as samples selected by simple random sampling. The data in this study is obtained by distributing questionnaires through G-Form distributed to each school's group. The collected data is analyzed using Structural Equation Model (SEM). The results of the test show that Transformational Leadership has an effect on the Implementation of Quality Management. Transformational Leadership affects Institutional Performance, Commitment of Educators and Education Personnel affects Quality Management Implementation, Educator and Educational Personnel Commitment affects Institutional Performance, Training Programs affect quality management, training programs affect Institutional Performance. This research is hoped to contribute to the educational literature and have beneficial throughout larger society, especially in educational field.

The present article investigates the relationship between the degree of tracking and inequalities in reading literacy of second-generation and non-immigrant students in 28 Western countries. The article takes into account that next to between-school tracking, there are also more subtle forms of tracking, such as tracking within schools or classes. By elaborating how the distinct mechanisms of different tracking characteristics generate achievement inequalities, I assume that any negative effects of tracking on second-generation immigrant students' achievements are primarily driven by differences in the quality of school environments. Data from the Programme for International Student Assessment 2018 are used and multilevel regression analysis with country-fixed effects are applied. The findings reveal that a higher tracking degree is related to substantial disadvantages in reading literacy for immigrant children. Furthermore, a higher immigrant concentration in schools is associated with immigrant inequalities in reading performance as the degree of tracking increases, whereas unequal distributions of teacher and instructional quality were found to generate inequalities in countries with less tracking. Even though the results are only partly in line with the theory of tracking influences on immigrant achievement disadvantages, they suggest that the interplay between institutional tracking and school characteristics are crucial for learning inequalities. [ABSTRACT FROM AUTHOR]

This paper explores how parents' COVID-19 safety concerns relate to school governance models (SGMs), instructional modes (i.e. in-person, hybrid, online), and perceptions of school quality during the pandemic. Leveraging two waves of household survey data across 47 states and the District of Columbia, we first conduct a series of multinomial regression analyses to explore the extent that parents' safety concerns relate to SGMs, as well as the extant that SGMs relate to instructional modes. We then explore the extent that parents' safety concerns, SGMs, and instructional modes relate to perceptions of school quality. We also examine whether the relationship between SGMs and perceptions of school quality vary across instructional modes. We find that parents' safety concerns varied widely across SGMs and that when considering these variations, SGMs appeared to be able to match parents' safety concerns with appropriate instructional modes. Although charter and private schools were consistently associated with better perceptions of school quality, we did not observe frequent associations between instructional modes (e.g. virtual instruction) and perceptions of school quality. However, we did find that the relationship between SGMs and perceptions of school quality significantly varied across instructional modes, such that hybrid instruction tended to increase the likelihood of perceiving poor school quality at charter schools but decrease these perceptions in private schools. We conclude with implications for policy and practice. [ABSTRACT FROM AUTHOR]

School quality has become a guiding concept that increasingly shapes educational planning and school development. For many decades, it has been a topic of significant interest, resulting in a wide-ranging and diverse research field. However, it is far from clear how school quality should be defined, what it should encompass, and how it influences student performance. The goal of this scoping review is to examine the existing evidence of the relationship between characteristics of school quality and student cognitive output/student performance in secondary school. More precisely, it aims to (a) identify, (b) categorize, and (c) examine and evaluate the effects of characteristics of school quality affecting student performance and teaching characteristics in secondary school. In order to achieve these aims, we selected, clustered, and analyses 37 articles. The process was conducted by the research group through regular meetings, discussions, and consensus decisions. Our findings contribute to the comprehensive body of literature by identifying the following dimensions: aims and strategies for quality development, leadership and management, professionalism, school culture, and resources. Furthermore, the review revealed that although the field of school quality has been extensively researched, it lacks consistency, with many different operationalisations and definitions, making comparisons and syntheses challenging or even impossible. We believe that clear operationalisations and definitions are crucial to achieving comparability. Additionally, to achieve a standardized understanding of school quality and establish the categories internationally, uniform, theoretically sound, and content-related definitions of each category are necessary. [ABSTRACT FROM AUTHOR]

Previous research shows that court-ordered busing to desegregate public schools dampens housing market capitalization of school quality even after the court order is lifted. This paper considers how long this effect lasts. The meta-analysis of 50 school quality capitalization studies finds that, while the effect of previous busing on capitalization fades over time, it does so slowly, with significant negative net effects persisting for about 5.5 years. [ABSTRACT FROM AUTHOR]

The policy of developing remote area schools' quality in Indonesia is getting stronger. The government has set minimum service standards as a reference for schools' development quality while remaining based on local, national, global, and 21st-century values. This study revealed efforts to improve the 21st-century school's quality through the contribution of superior leadership, school climate, total quality management implementation, and the school principal's performance approached quantitatively and analyzed descriptively using Structural Equation Modeling. Participants involved in the study were 147 remote area principals and teachers in two provinces in Indonesia. Results show that (1) school climate had the most dominant contribution to school quality and (2) there was a significant simultaneous effect among superior leadership, school climate, total quality management implementation, and the school principal's performance on the school quality. Implications of the study's findings from a theoretical and practical lens as well as recommendations for future studies are also discussed. [ABSTRACT FROM AUTHOR]

School accreditation as a quality assurance system for education in Indonesia aims to assure the entire community that education is professional and quality. The accreditation process requires serious efforts from all relevant parties so that the accreditation value becomes a reflection of the quality of the school being assessed. This study explores teachers' views on school accreditation as a quality assurance system for education in Indonesia based on their experiences. The problem of this research is how Indonesian teachers view school accreditation based on their experiences. This study used qualitative research methods. Participants were determined by purposive sampling, namely as many as two principals and eight teachers. We collected the data through individual in-depth interviews. The results of the study show that, in general, 1) the participants view that fulfilling the evidence of accreditation performance is not easy; 2) school accreditation as a school quality assurance system has been carried out according to standards and is transparent; 3) The value of school accreditation plays a role in influencing public interest in making decisions about the destination school where their children study. Thus, all participants recognize the school accreditation system as a quality assurance system trusted by process and results. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

I investigate longitudinal preferences for schools revealed by families' applications to middle and high schools within a large urban school district's universal enrollment system. I find that preferences for schools' racial/ethnic composition are more stable than preferences for quality and proximity to home, even after concurrently controlling for all characteristics. White and Hispanic families' preferences for composition are more durable than those of Black families, though stability overall attenuates when focusing on subgroups. Because preferences are not rigid over time, research and policy might continue exploring whether families can be guided toward options that improve academic outcomes and/or address segregation. [ABSTRACT FROM AUTHOR]

The relationship between early school- and family-related factors and later psychological well-being (PWB) has been insufficiently studied. To address this gap, a comprehensive model was employed to investigate the effects of school and family predictors (ages < 14) on PWB, and a related construct, life satisfaction (LS), at age 35 for a large urban childhood cohort. 30-year follow-up data were analyzed for 72 % (N = 1,112) of the original 1,539 participants (93 % Black) in the Chicago Longitudinal Study, a prospective investigation on the impact of an early childhood education program. Hierarchical linear regression analysis revealed both parent (β = 0.51p = 0.013) and student educational attainment expectations (β = 1.48; p = 0.032) as well as peer social skills (β = 0.25; p = 0.003) were the most significant predictors of midlife PWB. Peer social skills (β = 0.02; p = 0.032), school mobility (β = -0.09; p = 0.012), and student educational attainment expectations (β = 0.17; p = 0.022) were strongly associated with midlife LS. Sex differences were also examined. Implications for shaping key components of school-family programs, services, and policies that foster positive development across different social ecologies are discussed. Further research should explore the mediational pathways to better understand the mechanisms behind these observed relationships. [ABSTRACT FROM AUTHOR]

To improve the quality and competitiveness of human capital and correspond to the Sustainable Development Goals (SDGs) 4 especially target 4.3, to ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, Indonesia has been focusing on improving the quality of secondary education. However, empirical data and previous research showed that secondary school graduates in Indonesia face high unemployment and income differences, especially vocational school graduates. The quality of secondary high schools plays an important role in determining the years of schooling of the graduates and indirectly impacts labor market outcomes. Using longitudinal panel data at the individual level from the Indonesia Family Life Survey (IFLS) of 2000, 2007, and 2014; and applying education production function and Mincer earning equation, this study finds that the difference in wages between graduates of general and vocational high schools is not statistically significant despite the school quality. However, analyzing within the vocational high schools shows that better quality of vocational high schools increases years of schooling of its graduates as they can access tertiary education, and subsequently increases their performance in the labor market. This finding indicates that policies to improve school quality, especially vocational high schools, should be enhanced.

The purpose of this study was to determine the effect of bos funds on the creativity of milenial generations who are more buddy budget with school quality as an indicator. the research methods used are qualitative and quantitative, which is qualitative, which is seen from the way the management of bos funds at smk annahla is in accordance with government legislation or not, and the quantitative method is by distributing questionnaires to students and calculating the results of respondents using a likert scale. the data used in this study are data collection using questionnaires, interviews and observations, the sampling method uses quota sampling, because the sample taken is only 30% of the total. the results of this study indicate that the management of bos funds at smk annahla is in accordance with government regulations, legislation and technical guidelines, regarding the answers to the questionnaires distributed to students that on average 80% of respondents answered strongly agree and agree. we can conclude that more respondents agreed that bos funds could improve the quality of schools. [ABSTRACT FROM AUTHOR]

Drawing from three years of ethnographic engagement at a refugee school in Egypt, this study explores how refugee youths' resettlement aspirations collide with the systemic barriers that define their displacement contexts. This study contributes to the field of anthropology and education by pointing to the limitations of quality learning environments in contexts where the future life chances of refugee students are already predetermined by structural barriers that texture their home, community, and host country environments. [ABSTRACT FROM AUTHOR]