The Effectiveness of Policy Programs for Disadvantaged Pupils

Abstract

Dutch schools have to deal with policy programs that generally are aimed at the improvement of the cognitive and social functioning of 3 groups of disadvantaged students. These are (a) pupils with special educational needs, (b) pupils at risk, and (c) non-Dutch pupils. The Dutch Integrated School Policy Project examines the implementation and effectiveness of 4 different policy programs in primary schools that educate many disadvantaged students. Using a sample of 135 primary schools, the implementation of the 4 policies was examined. Based on these data, a cluster analysis was used to define 3 types of schools: broadly active, narrowly active, and nonactive. In addition, we used multilevel analysis to examine the contribution of these types of schools to the cognitive functioning of disadvantaged students. Finally, we also explored the relation between these 3 types of schools and their focus on 5 factors of school effectiveness for disadvantaged pupils.