[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-32339":3,"doc-seo-32339":27},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"file_id":15,"file_url":16,"file_type":17,"file_size":18,"view_count":4,"is_deleted":4,"is_public":19,"is_downloadable":19,"audit_status":19,"page_count":20,"language":21,"language_code":22,"table_of_contents":23,"faqs":24,"seo_title":13,"seo_description":14,"update_tm":25,"read_time":26},32339,3848291630094,"Emma Wilson","https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",8,"Research & Report","School Leadership and Achievement Gaps Based on Socioeconomic Status: A Search for Socially Just Instructional Leadership","Purpose examines how instructional leadership shapes achievement disparities by moderating the relationship between socioeconomic status (SES) and outcomes at both school and student levels. Design/methodology/approach applies multilevel models to cross-national PISA 2015 data, testing variation across math, science, and reading by individual and school SES groups. Findings show instructional leadership significantly moderates school-level SES and achievement in math, while moderation for individual SES is not significant across subjects. Implications call for integrated social-justice leadership models and further research.","cbCaignZEZ0YL19a","https://ap.wps.com/l/cbCaignZEZ0YL19a","pdf",293170,1,20,"English","en","# Abstract\n## Purpose\n## Design/methodology/approach\n## Findings\n## Research limitations/implications\n## Originality/value\n# Keywords and paper type\n# Introduction\n## Context and inequality in academic outcomes\n# Funding and publication dates\n# School leadership and achievement gaps","[{\"question\":\"What research question does the study address about instructional leadership and SES?\",\"answer\":\"The study examines whether instructional leadership moderates the relationship between socioeconomic status and achievement at both school and student levels.\"},{\"question\":\"Which data and analytical method are used to test the moderation effects?\",\"answer\":\"The authors use cross-national PISA 2015 data and fit multilevel models to assess how instructional leadership effects vary across individual and school SES levels.\"},{\"question\":\"What does the study find regarding math, science, and reading?\",\"answer\":\"Instructional leadership significantly moderates the link between school-level SES and math achievement, but the moderation effect for individual SES and instructional leadership is not significant for any subject.\"},{\"question\":\"What implication does the research make for socially just school leadership models?\",\"answer\":\"The study calls for more research on how leadership moderates SES–achievement relationships, specifically using integrated models that incorporate the social justice aspect of school leadership.\"}]",1781126653,50,{"code":4,"msg":28,"data":29},"ok",{"site_id":30,"language":22,"slug":31,"title":13,"keywords":32,"description":14,"schema_data":33,"social_meta":88,"head_meta":90,"extra_data":92,"updated_unix":25},105,"school-leadership-and-achievement-gaps-based-on-socioeconomic-status-a-search-for-socially-just-instructional-leadership","",{"@graph":34,"@context":87},[35,52,66],{"@type":36,"itemListElement":37},"BreadcrumbList",[38,42,46,49],{"item":39,"name":40,"@type":41,"position":19},"https://docshare.wps.com","Home","ListItem",{"item":43,"name":44,"@type":41,"position":45},"https://docshare.wps.com/document/","Document",2,{"item":47,"name":12,"@type":41,"position":48},"https://docshare.wps.com/document/research-report/",3,{"item":50,"name":13,"@type":41,"position":51},"https://docshare.wps.com/document/school-leadership-and-achievement-gaps-based-on-socioeconomic-status-a-search-for-socially-just-instructional-leadership/32339/",4,{"url":50,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"description":14,"dateModified":60,"datePublished":60,"encodingFormat":59,"isAccessibleForFree":61,"interactionStatistic":62},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":39,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-06-10",true,{"@type":63,"interactionType":64,"userInteractionCount":4},"InteractionCounter",{"@type":65},"ViewAction",{"@type":67,"mainEntity":68},"FAQPage",[69,75,79,83],{"name":70,"@type":71,"acceptedAnswer":72},"What research question does the study address about instructional leadership and SES?","Question",{"text":73,"@type":74},"The study examines whether instructional leadership moderates the relationship between socioeconomic status and achievement at both school and student levels.","Answer",{"name":76,"@type":71,"acceptedAnswer":77},"Which data and analytical method are used to test the moderation effects?",{"text":78,"@type":74},"The authors use cross-national PISA 2015 data and fit multilevel models to assess how instructional leadership effects vary across individual and school SES levels.",{"name":80,"@type":71,"acceptedAnswer":81},"What does the study find regarding math, science, and reading?",{"text":82,"@type":74},"Instructional leadership significantly moderates the link between school-level SES and math achievement, but the moderation effect for individual SES and instructional leadership is not significant for any subject.",{"name":84,"@type":71,"acceptedAnswer":85},"What implication does the research make for socially just school leadership models?",{"text":86,"@type":74},"The study calls for more research on how leadership moderates SES–achievement relationships, specifically using integrated models that incorporate the social justice aspect of school leadership.","https://schema.org",{"og:url":50,"og:type":89,"og:title":13,"og:site_name":57,"og:description":14},"article",{"robots":91,"canonical":50},"index,follow",{"doc_id":7,"site_id":30}]