Download or read book The Relationship Between Socioeconomic Status and Academic Achievement in North Texas Affluent Schools written by Denaé Anita Lawson and published by . This book was released on 2020 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: This ex post facto, causal-comparative quantitative study examined the relationship between student socioeconomic status and academic achievement at affluent North Texas schools. Social constructionism, critical theory, and cultural and social reproduction theory were used as the foundation of the study. Using archival data from the 2018-2019 school year for the State of Texas Assessments of Academic Readiness (STAAR) in mathematics and reading, scores for students identified as economically disadvantaged were compared with scores of affluent students. Independent samples t-tests were conducted to analyze test scores. The t-tests revealed that there were differences in STAAR scores between economically disadvantaged students and affluent students. Chi-square tests of independence, descriptive statistics, and multivariate linear and logistic regressions were used to ascertain significant group differences. The analyses presented results that showed a significant association between socioeconomic status and academic achievement. Economically disadvantaged students scored significantly lower than affluent students in both mathematics and reading. To analyze results further, economically disadvantaged students and affluent students were compared within their race/ethnic group. These analyses yielded the same results. Economically disadvantaged students in one race/ethnic group scored lower in mathematics and reading than affluent students in the same race/ethnic group. Analyses also showed that socioeconomic status was the most significant predictor of student score on the Mathematics and Reading STAAR when compared to race/ethnicity, gender, and grade level. A call for additional studies is warranted to examine why economically disadvantaged students score lower on STAAR than affluent students.

Download or read book The Effects of Socioeconomic Status on Growth Rates in Academic Achievement written by and published by . This book was released on 2007 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Between Academic Achievement and Socio economic Status of a Segment of Ninth Grade Students at Kashmere Gardens Junior Senior High School Houston Texas written by Ann Elizabeth Walker and published by . This book was released on 1965 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Black American Students in An Affluent Suburb written by John U. Ogbu and published by Routledge. This book was released on 2003-02-26 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.

Download or read book The Effects of Low Socioeconomic Status on Academic Achievement of Urban Elementary School Students in the Midwest written by Jeni N. Luzinski and published by . This book was released on 2015 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students that come from low-income families are more likely to have difficulty succeeding both academically and behaviorally in school systems. Multiple studies have been conducted to look into reasons that explain why this occurs. Effects from the home, including parental influences, as well as effects within schools have been found to have an impact on how students develop emotionally, academically, and behaviorally. Depending on whether these are positive or negative influences, and what types and levels of support children receive, will determine how well students will succeed throughout life. Students of low-income families have been found to experience more negative outcomes regarding academic and behavior success. These negative outcomes have been correlated with having more negative home influences, along with more negative influences within schools as well. Although there have been attempts to increase positive experiences within schools for low-socioeconomic students, their academic success is still a major focus for improvement.

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 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.

Download or read book The Relationship of the Texas School Foundation Program Equity to Student Performance and Socioeconomic Status written by James Scott Niven and published by . This book was released on 2012 with total page 218 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 Research about school size and school performance in impoverished communities written by Craig Howley and published by . This book was released on 2000 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Socioeconomic Status and Academic Achievement written by Barbara A. Dobbert and published by . This book was released on 2003 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Exclusionary Discipline Race Socioeconomic Status and Graduation Rates at 4A 5A and 6A High Schools written by Ryan M. Cavazos and published by . This book was released on 2020 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation is a significant predictor of future success. In most cases, a high school graduate will earn more money and live a healthier lifestyle than those who do not graduate from high school. The graduation rate in the United States is lower than the graduation rate of many other industrialized countries. Three known predictors of graduation rate are the number of exclusionary discipline assignments a student incurs, the race of the student, and the socioeconomic status of the student. The purpose of this study was to determine the relationship between graduation rate, exclusionary discipline, race (nonwhite), and low socioeconomic status. In order to determine the relationship, this study used action research and a quantitative research design. Data were collected from the public education information management system reports and data from the annual Texas academic performance report to determine the graduation rate, the number of exclusionary discipline assignments, the percentage of nonwhite students, and the percentage of low socioeconomic status students of 4A, 5A, and 6A schools in Texas. There were 109 randomly selected schools that were used in this study. The random sample included schools from all over the state of Texas, with enrollment numbers ranging between 508 and 4,283 students. The research determined that, in this study, exclusionary discipline and socioeconomic status were significant predictors of graduation rate. However, in this study, race (nonwhite) was not a significant predictor of graduation rate. Race (nonwhite) being an insignificant predictor of graduation rate was in contrast to the literature reviewed in this study. This study concluded that almost 37% of the variance in graduation rate could be determined by exclusionary discipline, race (nonwhite), and socioeconomic status.

Download or read book Closing the Opportunity Gap written by Prudence L. Carter and published by Oxford University Press. This book was released on 2013-04-26 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college, but every American should be given a fair chance to be prepared for college. In communities across the U.S., children lack the crucial resources and opportunities, inside and outside of schools that they need if they are to reach their potential. Closing the Opportunity Gap offers accessible, research-based essays written by top experts who highlight the discrepancies that exist in our public schools, focusing on how policy decisions and life circumstances conspire to create the "opportunity gap" that leads inexorably to stark achievement gaps. They also describe sensible policies grounded in evidence that can restore and enhance opportunities. Moving beyond conventional academic discourse, Closing the Opportunity Gap will spark vital new conversations about what schools, parents, educators, and policymakers can and should do to give all children a fair chance to thrive.

Download or read book The Relationship Between Socioeconomic Status and Academic Achievement written by Karl Raymond White and published by . This book was released on 1976 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Multivariate Study of High School Size Community Setting School Socioeconomic Status and Student Academic Achievement in Texas written by Charles Lee Thompson and published by . This book was released on 1996 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Trends in the Relationship between Socioeconomic Status and Academic Achievement written by Angela K. Dills and published by . This book was released on 2006 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Family background has repeatedly proven to be a strong predictor of academic achievement. Using data from three large-scale nationally representative surveys of high school seniors, this paper seeks to document whether the gap between students from high and low socioeconomic situations changed between 1972 and 1992. The analysis avoids some of the disadvantages in the literature on the intergenerational transmission of income by using large-scale studies and by using education as a measure of permanent income. As expected, I find that students from the bottom quartile consistently perform below students from the top quartile of socioeconomic status. More importantly, the gap in standardized test scores between student types increased during the 1970's. Though this gap also increased in the 1980's, how much of that increase is due to increased income inequality is unclear.

Download or read book The Condition of Education 2019 written by Nces and published by Claitor's Pub Division. This book was released on 2020-02 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2019, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.