Administering faith: Does the religious institution administering a school influence educational achievement?

Drew, J; Kortt, MA; Bec, A

Administering faith: Does the religious institution administering a school influence educational achievement?

Drew, J

Kortt, MA Bec, A

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Publication Type:: Journal Article
Citation:: Journal of Sociology, 2019, 55 (2), pp. 342 - 365
Issue Date:: 2019-06-01

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Field	Value	Language
dc.contributor.author	Drew, J https://orcid.org/0000-0003-3579-5758	en_US
dc.contributor.author	Kortt, MA	en_US
dc.contributor.author	Bec, A	en_US
dc.date.issued	2019-06-01	en_US
dc.identifier.citation	Journal of Sociology, 2019, 55 (2), pp. 342 - 365	en_US
dc.identifier.issn	1440-7833	en_US
dc.identifier.uri	http://hdl.handle.net/10453/129268
dc.description.abstract	© The Author(s) 2019. Australia’s education landscape is almost unique among developed nations in having a high proportion of students taught at non-government schools by a diverse range of religious providers, which receive relatively high levels of government funding. It therefore offers the ideal setting for a study on the outcomes achieved by students at schools administered by the major faith providers relative to their peers in government institutions. We take advantage of a six-year panel of nationwide academic test data, along with a comprehensive suite of control variables, to test whether there are differences in average school performance. We find strong evidence to suggest that significant differences in achievement exist between various faith-based providers that cannot be explained solely with reference to educational advantage and prior performance.	en_US
dc.relation.ispartof	Journal of Sociology	en_US
dc.relation.isbasedon	10.1177/1440783319829248	en_US
dc.subject.classification	Sociology	en_US
dc.title	Administering faith: Does the religious institution administering a school influence educational achievement?	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	55	en_US
utslib.for	1608 Sociology	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1606 Political Science	en_US
utslib.for	2002 Cultural Studies	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/lnstitute for Public Policy and Governance
pubs.organisational-group	/University of Technology Sydney/Strength - IPPG - Institute for Public Policy and Governance
utslib.copyright.status	open_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	55	en_US

Abstract:

© The Author(s) 2019. Australia’s education landscape is almost unique among developed nations in having a high proportion of students taught at non-government schools by a diverse range of religious providers, which receive relatively high levels of government funding. It therefore offers the ideal setting for a study on the outcomes achieved by students at schools administered by the major faith providers relative to their peers in government institutions. We take advantage of a six-year panel of nationwide academic test data, along with a comprehensive suite of control variables, to test whether there are differences in average school performance. We find strong evidence to suggest that significant differences in achievement exist between various faith-based providers that cannot be explained solely with reference to educational advantage and prior performance.

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http://hdl.handle.net/10453/129268