Download or read book A Study of the Simultaneous Impact of Mobility and Socioeconomic Status on Student Achievement written by Elizabeth Sue Heck Summers and published by . This book was released on 1992 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Mobility Income and Home Status on Madison Metropolitan School District s 1996 97 Third Grade Wisconsin Reading Comprehension Scores written by Mark Edward Lichte and published by . This book was released on 1998 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of the Mobility socioeconomic Status Relationship to Student Academic Achievement written by Terrell LaVern Donicht and published by . This book was released on 1975 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1992 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education and Social Mobility written by Phillip Brown and published by Routledge. This book was released on 2017-10-02 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study of education and social mobility has been a key area of sociological research since the 1950s. The importance of this research derives from the systematic analysis of functionalist theories of industrialism. Functionalist theories assume that the complementary demands of efficiency and justice result in more ‘meritocratic’ societies, characterized by high rates of social mobility. Much of the sociological evidence has cast doubt on this optimistic, if not utopian, claim that reform of the education system could eliminate the influence of class, gender and ethnicity on academic performance and occupational destinations. This book brings together sixteen cutting-edge articles on education and social mobility. It also includes an introductory essay offering a guide to the main issues and controversies addressed by authors from several countries. This comprehensive volume makes an important contribution to our theoretical and empirical understanding of the changing relationship between origins, education and destinations. This timely collection is?also relevant to policy-makers as education and social mobility are firmly back on both national and global political agendas, viewed as key to creating fairer societies and more competitive economies. This book was originally published as a special issue of the British Journal of Sociology of Education.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Too Many Children Left Behind written by Bruce Bradbury and published by Russell Sage Foundation. This book was released on 2015-06-30 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The belief that with hard work and determination, all children have the opportunity to succeed in life is a cherished part of the American Dream. Yet, increased inequality in America has made that dream more difficult for many to obtain. In Too Many Children Left Behind, an international team of social scientists assesses how social mobility varies in the United States compared with Australia, Canada, and the United Kingdom. Bruce Bradbury, Miles Corak, Jane Waldfogel, and Elizabeth Washbrook show that the academic achievement gap between disadvantaged American children and their more advantaged peers is far greater than in other wealthy countries, with serious consequences for their future life outcomes. With education the key to expanding opportunities for those born into low socioeconomic status families, Too Many Children Left Behind helps us better understand educational disparities and how to reduce them. Analyzing data on 8,000 school children in the United States, the authors demonstrate that disadvantages that begin early in life have long lasting effects on academic performance. The social inequalities that children experience before they start school contribute to a large gap in test scores between low- and high-SES students later in life. Many children from low-SES backgrounds lack critical resources, including books, high-quality child care, and other goods and services that foster the stimulating environment necessary for cognitive development. The authors find that not only is a child’s academic success deeply tied to his or her family background, but that this class-based achievement gap does not narrow as the child proceeds through school. The authors compare test score gaps from the United States with those from three other countries and find smaller achievement gaps and greater social mobility in all three, particularly in Canada. The wider availability of public resources for disadvantaged children in those countries facilitates the early child development that is fundamental for academic success. All three countries provide stronger social services than the United States, including universal health insurance, universal preschool, paid parental leave, and other supports. The authors conclude that the United States could narrow its achievement gap by adopting public policies that expand support for children in the form of tax credits, parenting programs, and pre-K. With economic inequalities limiting the futures of millions of children, Too Many Children Left Behind is a timely study that uses global evidence to show how the United States can do more to level the playing field.
Download or read book The Effects of Socioeconomic Status on Student Achievement written by Kent Irving Peach and published by . This book was released on 1996 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The purpose of this study was to assess the longitudinal effects of socioeconomic status (SES) on student achievement as students progress from second through fifth grades. The independent variables in the study were: (1) the SES of the student and (2) the grade level of the student, grades two, three, four, and five. The dependent variable in the study was student achievement measured by reading and mathematics subtest scores on the Missouri Mastery and Achievement Test (MMAT). Procedures. The sample for this study was taken from students in ten suburban Kansas City elementary schools. Twenty-four matched cohort pairs were formed according to the following criteria: (1) both students of the pair shared the same classroom teachers for second through fifth grades; (2) both students of the pair were the same gender; (3) neither student of the pair had special education placement; (4) each pair contained one student participating in free or reduced-fee lunch program, and one student not participating in free or reduced-fee lunch program. Repeated measures analysis of variance was used to test the six hypotheses. Dependent t tests to check for simple main effects, Tukey's posthoc comparison to identify the pairwise differences, and eta squared for grade levels (columns) and SES (layers), to determine the variability attributed to each of the factors were calculated. Findings. This study found a consistent, but not statistically significant, difference between the mean MMAT scores in reading for low SES students and non-low SES students. Non-low SES students' mean score was 20 or more points higher in seven of eight tests. A statistically significant difference was found between the mean MMAT mathematics scores for the two groups. The nature of these findings supports the body of research that found a correlation between SES and achievement. A statistically significant interaction was found between free or reduced-fee lunch program participation or non-participation and the grade level on the mean reading achievement score on the MMAT. This interaction did not reflect the anticipated increasing disparity of scores as students progressed from second through fifth grades. This longitudinal study demonstrated the feasibility of future research using student pairs matched by background as well as teachers in an effort to better clarify the true nature of the impact of the teacher over SES.
Download or read book The Impact of Student Mobility on Academic Achievement written by Michele A. Merkle and published by . This book was released on 2005 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the relationship between student mobility and academic success. Members of one graduating class from a small suburban school were studied to consider the impact of the point of entry into the school system on their individual levels of academic success. Student records were examined for measures of success including GPA, class rank, and PSSA scores. The data were disaggregated by the point of entry into the school, and then further by race and economic status. A survey was administered to the students in the class to determine how their perceptions of the quality of the instructional program, the support for student learning, and the school climate/environment for learning affected the relationship between point of entry and academic success. Students were also interviewed to identify any additional factors that affect this relationship.
Download or read book The Effects of Race and Socio economic Status on Student Achievement written by Ronald Frederick Fortune and published by . This book was released on 1979 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Social Capital Development and Academic Attainment OfMobile Students written by Julie A. Gaddie and published by . This book was released on 2010 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States has a long history of searching for utopian possibilities of public school, amidst a steady stream of population mobility. Horace Mann proclaimed that schools would be able to assimilate the millions of immigrants arriving during the late 1700s. He promised that schools could end poverty, crime and social injustice. Today, public schools continue to serve a revolving door of students and most agree there may be little that can be done to prevent student mobility amidst the complexities of a growing global economy, immigration and the increase in children living in poverty. The challenge for the public school system is to create technical solutions to address the needs of mobility students, while meeting the growing demands of nclb. The purpose of this concurrent mixed methods study was to gain information about post-move functioning of mobile students by converging both quantitative (broad numeric trends) and qualitative (detailed views) data. In the study, quantitative data were used to measure the collective academic achievement of students who had attended their elementary schools for less than one year at the time of testing in comparison to the total school achievement in Math and Communication Arts based on results from the map (Missouri Achievement Program) Test from 2008-09. In the second phase, qualitative interviews were used to probe significant quantitative findings by exploring the needs of mobile students with ten elementary principals. Furthermore, a historical view of the effects of mobility was gained from the experiences of adults born during five different decades (1940s through the 1990s) who moved a minimum of three times during their elementary school years. The quantitative results of this study illuminate the long standing belief that changing schools is detrimental to the academic attainment of students. A significant gap in academic performance was found in both Communication Arts and Math between students who had been in their schools for the entire school year and those who had not. The qualitative learnings from this study suggest the need for educators to assess and compensate for gaps in the social capital of mobile students. Educators often have wondered why some students from the poorest of homes can move from school-to-school, obtain their academic goals, and become contributing members of society. The findings of this study suggest that students who are successful, regardless of socioeconomic status, race or gender, have tapped the resources around them to create a social capital bundle. Some children draw their social capital from financial resources, some from strong parental support, some from church and community activities and some from deep creative roots. The results suggest that the combination of these social capital sources is the foundation of individual student success. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Download or read book Social Epidemiology written by Lisa F. Berkman and published by Oxford University Press. This book was released on 2000-03-09 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows the important links between social conditions and health and begins to describe the processes through which these health inequalities may be generated. It reviews a range of methodologies that could be used by health researchers in this field and proposes innovative future research directions.
Download or read book Class and Schools written by Richard Rothstein and published by Teachers College Press. This book was released on 2004 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1006 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Size Socioeconomic Status and Mobility as Predictors of Achievement Among Washington State Fourth Eight and Tenth Grade Students written by James Patrick Gibson and published by . This book was released on 1989 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Whither Opportunity written by Greg J. Duncan and published by Russell Sage Foundation. This book was released on 2011-09-01 with total page 573 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
Download or read book An Investigation of the Effects of School and Student Socioeconomic Status on Student Achievement written by Dennis Rollins Marriott and published by . This book was released on 1974 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
