Abstract
The issue addressed by this article is whether there is an interaction between school 'quality' and students' socioeconomic status. That is, is a school that is of 'high quality' for high socioeconomic status students as effective for students from a low socioeconomic background? The answer is that a school that is of 'high-quality' benefits all students in terms of completion of Year 12, but more so for the most vulnerable of students: those who have low academic achievement at age 15 years in addition to coming from a low socioeconomic status background.
| Original language | English |
|---|---|
| Pages (from-to) | 100-106 |
| Number of pages | 7 |
| Journal | The Australian Economic Review |
| Volume | 47 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Mar 2014 |