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This study inquired into the effect of single-sex schooling on achievement of female adolescents. It used national examination data of 4,787 Polish female students (10 cohorts) attending single-sex and co-educational Catholic schools. We tested two sets of partially contradictory predictions derived from two different theoretical models explaining how and why achievement of female students in the two types of school may differ. The results of cross-classified random-effects regression models showed that after controlling for initial student and school differences female adolescents attending all-girls schools scored higher on the lower-secondary school exam in science and the humanities in comparison to those who attended co-educational schools. However, the difference was statistically significant only for science. The results were fully consistent with neither of the two adopted theoretical models, although provided more support for the one drawing upon peer effects. Although the effect of 17% of the exam scores standard deviation could be considered small, it appeared in the results of a high-stakes exam. Since the examination results were the main criterion for admission to the next-stage school, attending an all-girls school might significantly affect future educational career and job opportunities of young women.

This study inquired into the effect of single-sex schooling on achievement of female adolescents. It used national examination data of 4,787 Polish female students (10 cohorts) attending single-sex and co-educational Catholic schools. We tested two sets of partially contradictory predictions derived from two different theoretical models explaining how and why achievement of female students in the two types of school may differ. The results of cross-classified random-effects regression models showed that after controlling for initial student and school differences female adolescents attending all-girls schools scored higher on the lower-secondary school exam in science and the humanities in comparison to those who attended co-educational schools. However, the difference was statistically significant only for science. The results were fully consistent with neither of the two adopted theoretical models, although provided more support for the one drawing upon peer effects. Although the effect of 17% of the exam scores standard deviation could be considered small, it appeared in the results of a high-stakes exam. Since the examination results were the main criterion for admission to the next-stage school, attending an all-girls school might significantly affect future educational career and job opportunities of young women. [ABSTRACT FROM AUTHOR]

Sentencing disparities are widely covered in the literature on common law countries. In comparison, the literature on sentencing disparities in civil law countries is less extensive, and the literature is even more scarce in post-communist countries. Nevertheless, sentencing disparities exist in all of these countries. One of the goals of the 2015 criminal law reform in Poland was to limit sentencing disparities. This study compares trial outcomes from before and after the reform. We examine files from district courts in 13 cities in Poland for two offences: drug possession and drunk driving. Our findings demonstrate that there are significant differences in sentencing across courts, even in courts that are situated in the same city. The reform has changed the structure of the punishments but has not radically reduced sentencing disparities. [ABSTRACT FROM AUTHOR]

This article investigates the psychometric properties of a mainstream burnout measure dedicated to teachers: the Maslach Burnout Inventory–Educators Survey (MBI-ES). The study used data gathered from a random sample of 1,206 primary school teachers in Poland to verify the construct validity of the MBI-ES. Eight alternative measurement models suggested in the literature were tested using confirmatory factor analysis. Contrary to many previous studies, this study did not support the oblique three-factor structure of the MBI-ES. A bifactor model with one general Burnout factor and three specific orthogonal factors of personal accomplishment, depersonalization, and emotional exhaustion showed best fit to the data. Additional analyses supported the measure’s essential unidimensionality. The results yield theoretical implications for construct reconceptualization and practical guidelines for researchers and practitioners. [ABSTRACT FROM AUTHOR]

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Guessing and item omission may be regarded as risk-taking or risk-avoidance strategies - - sex specific adaptations to testing situations. In this article, these phenomena were analysed by (a) percentage of omissions by sex, (b) negative binomial regression to asses sex differences in the number of omissions, (c) c-DIF analysis using IRT-LR test and (d) linear regression using item attributes, to assess whether the c-parameter is sex differentiated by the percentage of omits (controlling item difficulty). The data set analysed were from the 2012-2014 Polish lower-secondary schools final exams, comprising tests in maths, language, science and humanities. Contrary to the vast body of literature, boys omitted items slightly more frequently than girls. Possible explanations of this finding -- specific to the Polish examination system -- were provided. The hypothesis of a higher c-parameter for boys did not find strong support from this study. It was shown that the c-parameter should not only be interpreted as resulting from item non-omission. his supports the modern concept of the c-parameter as a consequence not only of random guessing, but also problem solving, creative guessing or cheating. [ABSTRACT FROM AUTHOR]

This paper reports a study addressing how teacher effectiveness influences student outcomes in Polish Lower Secondary schools. Data from a Polish nationwide lower secondary school study were analysed. Data included 3883 pupils in 246 classes, in 137 schools with 202 maths teachers and 4119 pupils in 260 classes, in 143 schools with 215 language teachers. Variance of exam scores explained by teacher effect was 12% (maths) and 8% (language skills). Controlling for prior achievement, intelligence and student family background, teacher effects were 5% (maths) and 4% (language skills). Until now there has been no consensus about which teacher characteristics could explain variance in their effectiveness. The scale of ''teacher authority/classroom management'' explains 91% of exam scores in maths and 81% in language skills, when controlling for prior student achievement, intelligence, student family background and school location. [ABSTRACT FROM AUTHOR]

Copyright of EDUKACJA Quarterly is the property of Educational Research Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of EDUKACJA Quarterly is the property of Educational Research Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)