ScholarWorks@숙명여자대학교

초록

The purpose of this study is to analyze school characteristics that affect students' academic achievement levels. To this end, the data of 23,676 students from 459 middle and high schools participating in the 2019 NAEA were classified by school level and subject, and the overall average of students with advanced and below-basic levels was calculated. As a result of the analysis, first, the distribution of schools at advanced and below-basic levels (we call these groups A and B, respectively) was lower in math subjects than in other subjects in both middle and high schools. We found that the percentage of middle schools at a below-basic level in mathematics reached 40%. Second, the proportion of national and public schools and boys' schools was higher in schools at a below-basic level. By region, the proportion of schools at a below-basic level was higher in towns and villages than in any other region. The number of students receiving basic livelihood assistance and from multi-cultural families was found to be large in schools at a below-basic level. These patterns were consistent within the school level and subject. Based on these results, we suggest policy support that resolves differences in conditions between schools, provides customized student support based on the academic achievement levels and elaborates on school characteristic variables related to academic achievement.

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