Promoting quality and equity in socially disadvantaged schools: A group- randomisation study

Abstract

This study investigates the impact of the Dynamic Approach to School Improvement (DASI) on promoting quality and equity. Forty primary schools in socially disadvantaged areas were randomly split into two groups. The control group was supported to develop action plans, whereas the experimental group used DASI. To investigate the impact of DASI on quality, student achievement gains in mathematics were measured. Using multilevel analyses the experimental schools managed to promote student achievement more than schools of the control group. To investigate the impact of DASI on equity, the impact of the socioeconomic status (SES) on student achievement was measured. The effect of SES was reduced only in the experimental schools. Implications for research, policy and practice are drawn.