Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (1): 56-64.doi: 10.16187/j.cnki.issn1001-4918.2016.01.08

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Effect of School Composition on Migrant Children's Mathematics Academic Achievement in China

ZHANG Yunyun1, LUO Fang2, Dong Qi3, LIU Fanglin4   

  1. 1. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875;
    2. School of Psychology, Beijing Normal University, Beijing 100875;
    3. Beijing Normal University State Key Laboratory for Cognitive Neuroscience and Learning, Beijing 100875;
    4. College of Kinetics, Beijing Sport University, Beijing 100084
  • Online:2016-01-15 Published:2016-01-15

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Abstract: This study examined the effect of school composition on mathematics academic achievement on migrant children and native children in mainland China. Two school composition indictors, school-SES and school proportion of migrant children were investigated. Data were from 4960 elementary students (including 14.5% migrant children) in grades 2 to 6 of 32 developed counties. The results showed:1) school-SES positively influences mathematics academic achievement, while the effect of school proportion of migrant children was not significant; 2) school-SES moderated the migration effect on short-term migrant children's mathematics academic achievement. Compared with native children, the academic disadvantage of short-term migrant children in high SES school were worse than in low SES schools; 3) School proportion of migrant children buffered the migration effect on long-term migrant children's mathematics academic achievement. The academic disadvantage of long-term migrant children decreased in school with more migrant peers.

Key words: school composition, migrant children, school-SES, school proportion of migrant children, mathematics academic achievement

CLC Number: 

  • G442

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