No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 5 Comparison of the standardized coefficients for SP&M’s study and the present study

Year	Measure	Study	Numeracy	Reading	Writing	Spelling	Grammar
5	Prior achievement	SP&M (Table 2)	0.75	0.71	0.55	0.84	0.65
5	Prior achievement	Present (Model 1, Table 2)	0.71	0.69	0.50	0.81	0.62
5	SES	SP&M (Table 2)	0.10	0.10	0.11	0.04	0.09
5	SES (Par Educ)	Present (Model 1, Table 2)	0.10	0.10	0.11	0.05	0.09
9	Prior achievement	SP&M (Table 4)	0.84	0.74	0.55	0.86	0.66
9	Prior achievement	Present (Model 1, Table 3)	0.79	0.73	0.48	0.84	0.64
9	SES	SP&M (Table 4)	0.06	0.07	0.10	0.01	0.08
9	SES (Par Educ)	Present (Model 1, Table 3)	0.06	0.07	0.10	0.04	0.08

Student-level variables. See text for discussion of comparisons school-SES effects