A study about school contextual features and school performance in Stockholm middle schools found that teachers’ ratings of school leadership, teacher cooperation and school ethos differ between schools with different student composition profiles. Findings further showed that in schools with higher levels of these school effectiveness features, students performed better academically on average, regardless of the student’s own family background. To some extent these results also applied when examining schools with the same student composition profile separately, suggesting that among the most sociodemographically privileged as well as among the most deprived schools, students performed better on average when teachers rated their school as highly effective. Thus, schools may be able to compensate for a more underprivileged student composition by enhancing school contextual features.

The study Effective schools, school segregation, and the link with school achievement has been conducted by Maria Granvik Saminathen, doctoral student, Sara Brolin Låftman, researcher, Ylva B. Almquist, assistant professor, and Bitte Modin, professor at the Department of Public Health Sciences.

https://www.tandfonline.com/doi/abs/10.1080/09243453.2018.1470988?journalCode=nses20