[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602562-105":59,"doc-detail-602562-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-validity-of-educational-disadvantage-policy-indicators-read-online-free","The Validity of Educational Disadvantage Policy Indicators - read online free","","Many countries implement educational disadvantage policies to counter inequities linked to students’ socioeconomic backgrounds. In such schemes, schools receive additional funding based on home-environment indicators, often family-structural characteristics. In the Netherlands, weighted student funding began in 1984 using three disadvantage indicators: parental education, occupation, and ethnicity, then later shifted to parental education only. Analyses on 2014 data show predictive validity drops from 0.50 to 0.20.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-validity-of-educational-disadvantage-policy-indicators-read-online-free/602562/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-validity-of-educational-disadvantage-policy-indicators-read-online-free/602562.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main policy mechanism discussed for the Netherlands?","Question",{"text":112,"@type":113},"The weighted student funding scheme allocates extra financial resources to schools with disadvantaged students based on specified indicators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which indicators were originally used when the scheme was developed in 1984?",{"text":117,"@type":113},"The scheme initially selected three indicators of disadvantage: parental education, occupation, and ethnicity.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the 2014 analyses suggest about the scheme’s validity?",{"text":121,"@type":113},"The predictive validity estimate is 0.20, accounting for no more than four percent of variance, indicating a highly problematic empirical basis compared with the earlier estimate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602562,1792190448,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","The Validity of Educational Disadvantage Policy Indicators  \nGeert Driesseni  \nRadboud University, Nijmegen, The Netherlands  \nAbstract  \nMany countries have implemented policies to prevent or combat educational disadvantage associated with socioeconomic factors in the students’ home environment. Under such policies, educational institutions generally receive extra support from the central or local government. The support is normally based on indicators available in the home environment of the children, mostly family-structural characteristics. In the Netherlands, the core of educational disadvantage policy is the so-called weighted student funding scheme, which awards schools with disadvantaged students additional financial resources. When this scheme was developed in 1984, three indicators of disadvantage were selected, namely: parental education, occupation, and ethnicity. Analyses conducted at the time established a predictive validity estimate of 0.50, amounting to 25 percent of explained variance. Nowadays, some thirty years later, the funding scheme is based on only one indicator, namely parental education. Analyses performed on data collected in 2014 show a validity estimate of 0.20, thus accounting for no more than four percent of variance. This dramatic decrease of the indicator’s predictive validity shows that the empirical basis of the Dutch weighted student funding scheme has become highly problematic. It is suggested that instead of employing family characteristics as educational disadvantage indicators, the actual performance of students based on test achievement and teacher observations may offer a more valid alternative.  \nKeywords: Educational Disadvantage Policy, Weighted Student Funding, Predictive Validity, The Netherlands  \ni Geert Driessen, Dr., Educational Researcher, Radboud University, Nijmegen, The Netherlands  \nCorrespondence: [dries senresearch@gmail.com](dries senresearch@gmail.com)  \nIntroduction  \nA recent review of education systems complimented the Netherlands for its excellence, which is evidenced by a strong average performance, but at the same time cautioned her for a widening achievement gap between students from disadvantaged socioeconomic backgrounds and more privileged students (OECD, 2016) . The latter is not a unique development and can be witnessed in several Western countries (DavisKean & Jager, 2014; Goodman & Burton, 2012; Goodman, Sands & Coley, 2015; Machin & McNally, 2012) . This occurs despite the fact that in most countries under the umbrella of educational disadvantage policy targeted school financing schemes and stimulation programs have been implemented specifically designed to address these inequalities (Ballas et al. , 2012; OECD, 2012; Ross, 2009; Stevens & Dworkin, 2014) . Such compensatory policy instruments aim at achieving equality by unequal treatment according to the principle of giving more to those who have less (Demeuse, Frandji, Greger & Rochex, 2012) . For the allocation of the support, a wide range of indicators are used to identify the policy’s target groups, that is the disadvantaged students. Most indicators concern family structural characteristics, such as parents’ education, parents’ occupation, ethnicity/race, home language, family structure, family income, and free school-meal eligibility. Research into the reliability and, especially, the predictive validity of these proxy measures for disadvantage is scarce, or typically not up to date. Insofar results are available, caution is warranted as to the appropriateness of the indicators (Colpin et al. , 2006; Gorard, 2012; Kounali, Robinson, Goldstein & Lauder, 2008; Ladd & Fiske, 2009) .  \nIn the present study, the focus is on the Dutch educational disadvantage policy, and specifically on the most important instrument of this policy, the weighted student funding scheme which is used to allocate additional financial resources to schools with disadvantaged students. In the next section, this policy and fu","cbCaifVrdbpPbOyZ","https://ap.wps.com/l/cbCaifVrdbpPbOyZ","pdf",109948,18,"English","# Abstract\n# Introduction\n## Educational disadvantage policy and targeted financing schemes\n# The Dutch Educational Disadvantage Policy\n## Origins and aims of the policy\n## Evolution of target groups and indicators","[{\"question\":\"What is the main policy mechanism discussed for the Netherlands?\",\"answer\":\"The weighted student funding scheme allocates extra financial resources to schools with disadvantaged students based on specified indicators.\"},{\"question\":\"Which indicators were originally used when the scheme was developed in 1984?\",\"answer\":\"The scheme initially selected three indicators of disadvantage: parental education, occupation, and ethnicity.\"},{\"question\":\"What do the 2014 analyses suggest about the scheme’s validity?\",\"answer\":\"The predictive validity estimate is 0.20, accounting for no more than four percent of variance, indicating a highly problematic empirical basis compared with the earlier estimate.\"}]","The Validity of Educational Disadvantage Policy Indicators - read online free | PDF",1792094883,45]