The impact of national educational policies on student achievement: a European study
Date
2018Author
![ORCID logo](https://orcid.org/sites/default/files/images/orcid_16x16.png)
Georgiou, Maria P.
Creemers, Bert P. M.
Panayiotou, Anastasia
Reynolds, David
ISSN
0924-3453Source
School Effectiveness and School ImprovementVolume
29Issue
2Pages
171-203Google Scholar check
Metadata
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This paper investigates the impact of national policies for improving teaching and the school learning environment (SLE) on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all Grade 4 students (N = 10,742) at the beginning and end of school year 2010–2011. National policies were measured through (a) content analysis of policy documents, (b) interviews with policymakers, and (c) head-teacher questionnaires. Multilevel analyses revealed that most aspects of national policies for teaching and SLE were associated with student achievement in each subject irrespective of the source of data used to measure them. Implications are, finally, drawn.