School mechanisms behind achievement differences: A systematic review of multilevel modelling studies in primary schools

Abstract

The discourse on school effects on educational inequality has been extensively explored within the field of sociology of education. This systematic review of multilevel modelling studies conducted in primary schools aims to identify main school-level factors explaining achievement differences. A search of the Web of Science and ERIC databases yielded 36 articles meeting inclusion criteria. Findings reveal multifaceted school mechanisms behind achievement differences: school student composition, socio-physical conditions, school management, school climate, teacher composition, and curriculum and instruction. These mechanisms operate collectively rather than in isolation, contributing to educational inequality. Understanding their interplay is crucial for researchers. By examining the state of research, this study provides insights into how these school factors contribute to the complex nature of educational inequality.