The findings in Table 1 show that 3

The findings in Table 1 show that 34.4% of schools are defined as high SES schools, 29.8% mid SES and 35.9% low SES schools. Schools were also found to have a large ratio of students per teacher (28.67). For compar-ison the average ratio in OECD ( 2014) is around 21 students per teacher. The data indicated that 31% of schools are located in the center of Israel, 24% are Israeli-Arabs and 25% are Jewish religious schools. As for the teaching force, on average about 18.8% of the teachers in each school have a MA degree and 51% have more than 15 years of teaching experience. The average of achievements at the school level is 57% with a large vari-ance (SD = 11.17), indicating a large difference between schools in their average achievements. However, the findings show that schools are similar in the disparity of achievements within school. As a whole, the variance between schools seems to be greater than within schools.

Differences between high and low SES schools were found in the education sectors, locations, schools’ average achievements and teachers’ education. In comparison to high SES schools, those defined as low SES schools are mainly Israeli-Arabs, with low achievements and located in the

Hasil (Bahasa Indonesia) 1:

Temuan dalam tabel 1 menunjukkan bahwa 34.4% sekolah didefinisikan sebagai sekolah tinggi SES, 29.8% pertengahan SES dan naik 35,9% rendah SES sekolah. Sekolah juga ditemukan memiliki rasio besar siswa per guru (28.67). Compar-ison rasio rata-rata dalam OECD (2014) adalah sekitar 21 siswa per guru. Data menunjukkan bahwa 31% sekolah terletak di pusat Israel, 24% Israel-Arab dan 25% sekolah-sekolah agama Yahudi. Adapun Angkatan pengajaran, rata-rata sekitar 18,8% guru-guru di sekolah masing-masing memiliki gelar MA dan 51% memiliki lebih dari 15 tahun pengalaman mengajar. Rata-rata prestasi di tingkat sekolah adalah 57% dengan besar vari-terorganisir (SD = 11.17), menunjukkan perbedaan besar antara sekolah di prestasi mereka rata-rata. Namun, temuan menunjukkan bahwa sekolah serupa dalam kesenjangan prestasi sekolah. Secara keseluruhan, varians antara sekolah tampaknya menjadi lebih besar daripada dalam sekolah.Perbedaan antara tinggi dan rendah SES sekolah ditemukan di sektor pendidikan, lokasi, prestasi rata-rata sekolah dan guru pendidikan. Dibandingkan dengan tinggi SES sekolah, yang didefinisikan sebagai rendah SES sekolah yang terutama Israel-Arab, dengan prestasi yang rendah dan terletak di