No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney

In this journal, Sciffer et al. (Large-scale Assessments in Education 10:1–22, 2022), hereafter SP M, conclude that school socioeconomic compositional (SEC) or school socioeconomic status (school-SES) effects in Australia are substantial and substantively important for research and policy. This paper demonstrates that these claims are unwarranted. Their SEC estimates are much larger than estimates from comparable studies and a metastudy. Despite plausible theoretical reasons and empirical evidence, SP M do not consider that school academic composition is a significant predictor of student achievement independent of SEC. SEC effects are confounded by academic composition and are typically trivial when considering academic composition. The second part of this paper compares SP M’s estimates with analysis of the same data, from the Australian National Assessments in Performance—Literacy and Numeracy (NAPLAN). In a model corresponding to SP M analyses comprising demographics, SES, school-SES, and student-level prior achievement, the effects of school-SES are small, with standardized effects mostly less than 0.10. With the addition of academic composition measured by school-level prior achievement, school-SES effects are effectively zero. In contrast, academic composition has significant, albeit small, impacts on student achievement. Therefore, contrary to SP M’s (2022) conclusion, school-SES effects on student achievement in NAPLAN are negligible, whereas school-level prior achievement has small effects. That is not to say that school-SES is always irrelevant, but any assessment of its importance must consider both student- and school-level prior achievement.