Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model

Based on the Information Distortion Model (IDM), we hypothesized higher academic interest among low socioeconomic (SES) Australian children compared to equally able high SES children. We extend IDM in two ways. First, is a model of school selection and thus empirical evidence its effect needs come from that controls for achievement prior selection. Second, mechanism presumed be big-fish-little-pond-effect (BFLPE), which has not been tested. used longitudinal representative sample first-year high-school students (age ~12, N = 2507). linked student survey data whole individual administrative records high-stakes national standardized tests elementary high-school. Our results were consistent with math but more mixed reading interest, suggesting additional processes may operation.