Title Page
Abstract
국문 초록
Contents
Chapter 1. Introduction 14
Chapter 2. Literature Review 19
2.1. School-Level Peer Effects 19
2.2. School-Level Peer Effects and Student Performance 22
2.3. Parents' SES and Student Performance 24
2.4. Student Background and Student Performance 25
2.5. School Background and Student Performance 27
2.6. The Educational Systems of Korea, Japan, the US, and the UK 29
Chapter 3. Methodology 32
3.1. Data and Sample 32
3.2. Measures 32
3.3. Analytic Strategy 36
Chapter 4. Results 39
4.1. The Relationships Between Peer Effect Variables and Academic Performance Across Four Countries 40
4.2. The Cross-Level Interaction Between Parents' SES and Peer Effect Variables on Academic Performance Across Four Countries 51
Chapter 5. Discussion 69
5.1. Limitations 73
5.2. Conclusion and Implications 74
References 77
Appendices 90
Appendix A. Variable Descriptions and Descriptive Statistics by Country 90
Appendix B. Model Comparison Using Deviance, AIC, and BIC 96
Appendix C. Cross-Level Interaction Models for Academic Performance Across Four Countries (School Fixed-Effects Model) 99
Table 1. Level-1 and Level-2 Variances of Unconditional Models 39
Table 2. Hierarchical Linear Models for Reading Performance Across Four Countries 43
Table 3. Hierarchical Linear Models for Mathematics Performance Across Four Countries 45
Table 4. Hierarchical Linear Models for Science Performance Across Four Countries 47
Table 5. Cross-level Interaction Models for Reading Performance Across Four Countries 60
Table 6. Cross-level Interaction Models for Mathematics Performance Across Four Countries 63
Table 7. Cross-level Interaction Models for Science Performance Across Four Countries 66
Table A1. Variable Descriptions 90
Table A2. Descriptive Statistics by Country 93
Table B1. Deviance, AIC, BIC 97
Table C1. Cross-Level Interaction Models for Reading Performance Across Four Countries (School Fixed-Effects Model) 99
Table C2. Cross-Level Interaction Models for Mathematics Performance Across Four Countries (School Fixed-Effects Model) 102
Table C3. Cross-Level Interaction Models for Science Performance Across Four Countries (School Fixed-Effects Model) 105
Figure 1. Conceptual Framework 18
Figure 2. Interaction Between Parents' SES and School-Level College Aspirations (Reading; Japan) 53
Figure 3. Interaction Between Parents' SES and School's Student Socioeconomic Background Diversity Index (Reading; the US) 53
Figure 4. Interaction Between Parents' SES and School's Student Academic Performance Diversity Index (Reading; Korea, Japan, the UK) 54
Figure 5. Interaction Between Parents' SES and School's Proportion of Socioeconomically Disadvantaged Students (Mathematics, Science; the US) 55
Figure 6. Interaction Between Parents' SES and School's Student Socioeconomic Background Diversity Index (Mathematics; the US) 56
Figure 7. Interaction Between Parents' SES and School's Student Academic Performance Diversity Index (Mathematics, Science; Korea, the UK) 56