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:

Download or read book A Study of the Impact of Socioeconomic Status on Student Achievement in a Rural East Tennessee School System written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the impact of socioeconomic status on academic achievement as measured by the Tennessee Comprehensive Assessment Program Achievement Test and the Tennessee Comprehensive Assessment Program Writing Assessment. The population consisted of 8th grade students enrolled in 4 elementary schools in a rural school system in Tennessee. Data were analyzed for the population of the 2006-2007 academic school year. A 2-way analysis of variance model was used to compare the means among the schools, the means between economically disadvantaged students and those who were not economically disadvantaged, and whether there was a significant school by socioeconomic status interaction. The independent variables were the schools (School A, B, C, D) and the socioeconomic status of the students (those who qualified for free or reduced price meals and those who did not qualify for free or reduced price meals). The 5 dependent variables in the study were the number of items students answered correctly on the math, language arts, science, and social studies portions of the test and the holistic writing test scores. The quantitative findings revealed the F test for the school by socioeconomic status interaction term was not significant in all 5 research questions. The mean score of economically disadvantaged students was lower than noneconomically disadvantaged students in math, language arts, social studies, and science. Results indicated no difference in the mean writing scores between students who were economically disadvantaged and students who were not. When the main effect of school was significant, the Bonferroni post hoc multiple pairwise comparisons test was used to determine which pair of school means was different. The main effect of school was significant in math, social studies, science, and writing. There were no significant differences in the mean number of language arts items answered correctly among the schools.

Download or read book School Effectiveness and School Improvement written by Louise Stoll and published by Institute of Education. This book was released on 1995 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last decade has seen a burgeoning of interest in the twin fields of school effectiveness and school improvement by politicians, policy makers and practitioners. For some, the drive has been to raise standards and increase accountability through inspection and assessment measures, believing that the incentive of accountability and market competition will lead to improvement. Alternatively, reform and restructuring have led many people in schools to create their own agenda and ask, ‘How do we know that what we are doing makes a positive difference to our pupils?’ and, ‘What can we do to provide pupils with the best possible education?’ This paper explores the two paradigms that underpin notions of school effectiveness and school improvement. We start with their definitions and aims. Key factors of effectiveness and improvement are examined and fundamental issues discussed. We conclude with a description of attempts to link the two areas of work.

Download or read book The Factors Effecting Student Achievement written by Engin Karadağ and published by Springer. This book was released on 2017-05-14 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

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 Socioeconomic Inequality and Educational Outcomes written by Markus Broer and published by Springer. This book was released on 2019-05-15 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.

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 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 The Psychology of Working written by David Blustein and published by Routledge. This book was released on 2013-01-11 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this original and major new work, David Blustein places working at the same level of attention for social and behavioral scientists and psychotherapists as other major life concerns, such as intimate relationships, physical and mental health, and socio-economic inequities. He also provides readers with an expanded conceptual framework within which to think about working in human development and human experience. As a result, this creative new synthesis enriches the discourse on working across the broad spectrum of psychology's concerns and agendas, and especially for those readers in career development, counseling, and policy-related fields. This textbook is ideal for use in graduate courses on counseling and work or vocational counseling.

Download or read book Socioeconomic Segregation and Educational Inequality written by Nathan A. Burroughs and published by Springer Nature. This book was released on with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Socio economic Status on Academic Achievement written by Jennifer Elizabeth Barry and published by . This book was released on 2006 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: [Author's abstract] This study addresses the increasing importance of student test scores by examining the different factors that influence test scores. Composite test scores of tenth grade students from the Educational Longitudinal Study of 2002 are examined using a four-part model which includes student role performance, school, family, and peer factors. Ordinary Least Squares analysis indicates that the strongest predictor of student test scores is socioeconomic status, resulting in a statistically significant increase in the standardized coefficient of .224 points. These results support previous research and possible directions for public policy are given.

Download or read book The Job of a Parent written by Edward Jong-In Kim and published by . This book was released on 2015 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In this paper we investigate the effect of socioeconomic status (SES) on the educational attainment of graduates from a middle school in Dalian, China. Using the prestige level of a high school diploma as a measure of academic achievement, we demonstrate that our sample, contrary to the findings of many studies done in Western contexts, exhibits a negative quadratic relationship between family income and academic achievement. Further, we suggest that this relationship is due in part to the fact that the highest levels of parent, specifically mother, education and parent tutoring rates are located in the middle of the income spectrum. Our research confirms that though effective parent tutoring is, in most contexts, associated more with higher socioeconomic status, it is a powerful mechanism for improving student academic achievement even when no longer coupled with higher levels of parent income."--page i.

Download or read book An Investigation of the Effects of READ 180 on Student Achievement in One Middle Tennessee Middle School written by and published by . This book was released on 2014 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study is to compare at-risk students who are enrolled in the READ 180 program to their at-risk peers who are not enrolled in the program. The research focuses on whether or not READ 180 has an effect on reading achievement scores, race, gender, and socioeconomic status.

Download or read book Socioeconomic Inequality and Student Outcomes written by Louis Volante and published by Springer Nature. This book was released on 2019-08-31 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.

Download or read book A SOCIOECONOMIC DILEMMA A STUDY OF A NEW JERSEY I DFG DISTRICT WHERE HIGH STUDENT ACHIEVEMENT DOES NOT MAKE THE GRADE by Thomas J Altonjy written by Thomas J. Altonjy and published by . This book was released on 2011 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research focuses on a New Jersey affluent socioeconomic school district where student performance on state mandated proficiency assessments consistently result below District Factor Group (DFG) expectations. Socioeconomic status (SES) has always been believed to be a contributing factor that influences student achievement; however, more recent studies of the relationship between socioeconomic status and academic achievement have concluded that the positive correlation between SES and achievement is much weaker than earlier reports. Other factors besides SES are explored as to their impact on student achievement in this contextual study. Specifically, the extent of impact of school climate, building and district leadership, and curriculum and instruction were investigated. Findings were determined as a result of conducting both quantitative and qualitative research with teacher and administrator participation utilizing surveys and focus groups, along with formal and informal observations, a modified curriculum audit, and an analysis of seven years of state testing results. It was found that the overall school climate was positive, but specific issues surfaced that hindered the development of a more affirmative climate within particular aspects of school climate (namely, beliefs, supervision, impediments, support, and recognition). Building and district leadership was not perceived as optimistically by teachers as the administrators themselves, except in the case of elementary building leadership. Curriculum scope and quality were acceptable, but accurate execution and aspects of quality instruction were absent. School climate and leadership were found to have varying degrees of impact on student achievement dependent upon grade levels and curricular content areas, while the impact of curriculum and instruction on student achievement was inconclusive. In addition, parental involvement and student motivation emerged as additional potential areas of consideration and concern. Following a detailed description regarding the findings, an action plan of recommendations is suggested for implementation to address the substandard student achievement.

Download or read book SOCIOECONOMIC STATUS SES A written by Suet-Chun Janny Liu and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Socioeconomic Status (SES) and Academic Achievement of Children With Learning Difficulties (CWLD): a Case Study Ofa Skills Opportunity School (SOS) in Hong Kong" by Suet-chun, Janny, Liu, 廖雪珍, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT Education system appears to follow a similar pattern of development. When the education systems attempted to achieve universal and compulsory, there would be a group of children excluded from the system. Skills Opportunity Schools (SOS) which aim at providing modified and skill-related curriculum for junior secondary students are opened for these children. It seems SOSs are planning to serve those children who are having severe learning difficulties; however, it is not such a simple case from a sociological perspective. Tomlinson (1982) states those who are educational subnormal are hard to measure as their definition depends on values; beh'efs and interests of those dominant classes. There is a set of procedures developed in the society to isolate a particular group of children from the mainstream schools. The majority of these children are predominantly the children of working class. Most people believe children with learning difficulties (CWLD) usually come from families with lower socio-economic status (SES). However, parent's aspirations and support do contribute to the educational achievement of children. In Hong Kong, parents have the power to refuse their children to receive 'special education'. Tomlinson (1982) explains most working class parents have come to accept professional judgement and opinions as to what is best for their children. It can explained why those children in the normative categories cut across all social classes but the children in the non-normative categories are largely from the working class. It is necessary for the educators and parents to think whether the system is fair for those children in lower social status.The present study aims at exploring the extent to which the social status of families plays a role in defining children as learning difficulties. As CWLD is socially defined, most children in SOS should come from working class. Moreover, it needs to explore the perception of those parents from working class, seeing why and how they tend to send their children to SOS. It is hoped that such investigation could explore factors affecting academic achievement hi order to help these children. A qualitative research was done in a SOS. Through files studying, analysis of examination results, questionnaires and interviews, researcher concludes that CWLD are mainly come from working class, then- parental choice and value on education depends on their social status. Although children with lower SES are in a weaker position hi quality of education compared with the ones with higher SES, parents' aspirations are important for the growth of individual child. It is also found SOS is lack of support from the general public. Most people think their low SES hidden their success in academic achievement. This eventually is not only a kind of control over the lower class but also confirm hi the public mind the low ability of the lower class children. As parents' aspiration is an essential factor affecting student's performance, the strategies on how to education parents is need because it can help to narrow down the degree of education stratification. hi conclusion, background characteristics, particularly SES, have important effects on academic achievement Working class parents, although in an adverse position in providing resources, can promote the performance of thei

Download or read book The Effect of Poverty on Student Achievement Information Capsule written by Christie Blazer and published by . This book was released on 2009 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a strong relationship between students' socioeconomic status and their levels of academic achievement. Although educators should be held accountable for improving the performance of all students, including those living in poverty, schools alone can't eliminate the negative factors associated with poverty that lead to a large achievement gap between low income students and their more affluent peers. Factors that have a negative effect on poor students' achievement but are beyond schools' control include a higher incidence of prenatal adversity, illness and injury, exposure to pollutants, nutritional problems, residential mobility, and a lack of educational activities and materials in the home. This Information Capsule reviews studies conducted on the relationship between poverty and student achievement, including the effects of both individual poverty and school poverty concentration on academic performance. Research indicates that low income students tend to have significantly lower levels of academic achievement than their more affluent peers. The number of disadvantaged students attending a school also affects student performance: students at all income levels have been found to have lower levels of achievement when they attend schools with high poverty concentrations. Data collected within Miami-Dade County Public Schools confirmed that as poverty concentrations in the District's schools increase, academic performance declines. Finally, strategies to help schools raise low income students' achievement levels are summarized.