DIFFERENCES IN SCHOOL EFFECTIVENESS BETWEEN RESILIENT AND STRUGGLING RUSSIAN SCHOOLS

Aleksandra Mikhaylova (amikhailova@hse.ru), Roman Zvyagintsev (rzvyagincev@hse.ru), Ìarina Pinskaya (m-pinskaya@yandex.ru) and Lorin Anderson (anderson.lorinw@gmail.com)
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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

HSE Working papers from National Research University Higher School of Economics

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

Keywords: school effectiveness; academic resilience; mixed-methods design; resilient school. (search for similar items in EconPapers)
JEL-codes: Z (search for similar items in EconPapers)
Pages: 37 pages
Date: 2021
New Economics Papers: this item is included in nep-cis, nep-tra and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Published in WP BRP Series: Education / EDU, June 2021, pages 1-37

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Persistent link: https://EconPapers.repec.org/RePEc:hig:wpaper:60edu2021

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