The substantiveness of school socioeconomic compositional effects: a response to Marks.

The article discusses the relationship between school socioeconomic composition and academic outcomes, particularly in Australia, through large-scale assessments. It addresses the debate on whether academic composition mediates the effects of socioeconomic composition on student achievement. The author responds to a critique of their study, arguing that the critique did not engage with the theoretical basis of their research and made erroneous statements about their findings. The study suggests that school socioeconomic compositional effects are substantial and warrant policy reforms, emphasizing the importance of considering academic composition in understanding these effects. [Extracted from the article]