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Cleavage theory meets Europe's crises: Lipset, Rokkan, and the transnational cleavage

Journal of European public policy, 2018-01, Vol.25 (1), p.109-135

2018

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Grand theories of European integration in the twenty-first century

Journal of European public policy, 2019-08, Vol.26 (8), p.1113-1133

2019

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How Much Do Students' Scores in PISA Reflect General Intelligence and How Much Do They Reflect Specific Abilities?

Journal of educational psychology, 2022-07, Vol.114 (5), p.1121-1135

2022

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Delegation and pooling in international organizations

Review of International Organizations, 2015-09, Vol.10 (3), p.305-328

2015

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Should value‐added school effects models include student‐ and school‐level covariates? Evidence from Australian population assessment data

British educational research journal, 2021-02, Vol.47 (1), p.181-204

Marks, Gary N.

2021

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The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments

School effectiveness and school improvement, 2023-01, Vol.34 (1), p.65-89

Marks, Gary N.

2023

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Cognitive ability and conscientiousness are more important than SES for educational attainment: An analysis of the UK Millennium Cohort Study

Personality and individual differences, 2022-04, Vol.188, p.111471, Article 111471

2022

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School socioeconomic-background effects are generally small: a response to Sciffer, Perry, and McConney

British journal of sociology of education, 2021-08, Vol.42 (5-6), p.616-626

Marks, Gary N.

2021

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No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney

Large-scale assessments in education, 2024-12, Vol.12 (1), p.8-16

Marks, Gary N.

2024

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Are school-SES effects statistical artefacts? Evidence from longitudinal population data

Oxford review of education, 2015-01, Vol.41 (1), p.122-144

Marks, Gary N.

2015

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Occupational mobility and cognitive ability: A commentary on Betthäuser, Bourne and Bukodi

The British journal of sociology, 2020-11, Vol.71 (5), p.898-901

Marks, Gary N.

2020

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Are the effects of intelligence on student achievement and well-being largely functions of family income and social class? Evidence from a longitudinal study of Irish adolescents

Intelligence (Norwood), 2021-01, Vol.84, p.101511, Article 101511

2021

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No evidence for cumulating socioeconomic advantage. Ability explains increasing SES effects with age on children's domain test scores

Intelligence (Norwood), 2021-09, Vol.88, p.101582, Article 101582

2021

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Is the relationship between socioeconomic status (SES) and student achievement causal? Considering student and parent abilities

Educational research and evaluation, 2020-11, Vol.26 (7-8), p.344-367

Marks, Gary N.

2020

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Unraveling the Central State, but How? Types of Multi-level Governance

The American political science review, 2003-05, Vol.97 (2), p.233-243

2003

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The Impact of School SES on Student Achievement: Evidence From U.S. Statewide Achievement Data

Educational evaluation and policy analysis, 2018-12, Vol.40 (4), p.613-630

2018

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Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries

Oxford review of education, 2008-02, Vol.34 (1), p.89-109

Marks, Gary N.

2008

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The Contribution of Genes and the Environment to Educational and Socioeconomic Attainments in Australia

Twin research and human genetics, 2017-08, Vol.20 (4), p.281-289

Marks, Gary N.

2017

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The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia

Learning and individual differences, 2016-07, Vol.49, p.1-10

Marks, Gary N.

2016

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Is SES really that important for educational outcomes in Australia? A review and some recent evidence

Australian educational researcher, 2017-04, Vol.44 (2), p.191-211

Marks, Gary N.

2017

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General or specific abilities? Evidence from 33 countries participating in the PISA assessments

Intelligence (Norwood), 2022-05, Vol.92, p.101653, Article 101653

2022

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Family income effects on mathematics achievement: their relative magnitude and causal pathways

Oxford review of education, 2019-11, Vol.45 (6), p.769-785

2019

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Inadequacies in the SES–Achievement model: Evidence from PISA and other studies

Review of education (Oxford), 2021-10, Vol.9 (3), p.n/a

2021

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Family Income Has Only Weak Effects on Cognitive Scores in Australia: A Comment on Khanam and Nghiem

Demography, 2017-04, Vol.54 (2), p.801-807

Marks, Gary N.

2017

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Response: Issues surrounding Effectively Maintained Inequality and educational transitions

Social science research, 2018-03, Vol.71, p.6-10

Marks, Gary N.

2018

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Cleavage theory meets Europe's crises: Lipset, Rokkan, and the transnational cleavage

Grand theories of European integration in the twenty-first century

How Much Do Students' Scores in PISA Reflect General Intelligence and How Much Do They Reflect Specific Abilities?

Delegation and pooling in international organizations

Should value‐added school effects models include student‐ and school‐level covariates? Evidence from Australian population assessment data

The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments

Cognitive ability and conscientiousness are more important than SES for educational attainment: An analysis of the UK Millennium Cohort Study

School socioeconomic-background effects are generally small: a response to Sciffer, Perry, and McConney

No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney

Are school-SES effects statistical artefacts? Evidence from longitudinal population data

Occupational mobility and cognitive ability: A commentary on Betthäuser, Bourne and Bukodi

Are the effects of intelligence on student achievement and well-being largely functions of family income and social class? Evidence from a longitudinal study of Irish adolescents

No evidence for cumulating socioeconomic advantage. Ability explains increasing SES effects with age on children's domain test scores

Is the relationship between socioeconomic status (SES) and student achievement causal? Considering student and parent abilities

Unraveling the Central State, but How? Types of Multi-level Governance

The Impact of School SES on Student Achievement: Evidence From U.S. Statewide Achievement Data

Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries

The Contribution of Genes and the Environment to Educational and Socioeconomic Attainments in Australia

The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia

Is SES really that important for educational outcomes in Australia? A review and some recent evidence

General or specific abilities? Evidence from 33 countries participating in the PISA assessments

Family income effects on mathematics achievement: their relative magnitude and causal pathways

Inadequacies in the SES–Achievement model: Evidence from PISA and other studies

Family Income Has Only Weak Effects on Cognitive Scores in Australia: A Comment on Khanam and Nghiem

Response: Issues surrounding Effectively Maintained Inequality and educational transitions

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