Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Authors

Bent Sortkær
David Reimer
Keywords: Disciplinary Climate, Classroom Climate, Multilevel Analyses, PISA, Gender Differences

Synopsis

Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association between the perceived disciplinary climate in the classroom and students’ mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions of the classroom environment.

Cover for Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms
Published
October 11, 2016

Details about this monograph

ISBN-13 (15)
978-87-7507-376-4
doi
10.7146/aul.154.126