Journal ArticleDOI
School socioeconomic-background effects are generally small: a response to Sciffer, Perry, and McConney
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This paper argued that school socioeconomic background compositional effects are important for both research and policy, and proposed a method to measure the compositional effect of SES compositional influence on educational outcomes.Abstract:
Recently in this journal, Sciffer, Perry, and McConney (2020) argued that school socioeconomic-background (SES) compositional effects are important for both research and policy. In response, this c...read more
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Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement
TL;DR: The authors found a statistically significant negative interaction between teacher-leader dialogue and school SES for mathematics achievement, suggesting that teacher leader dialogue about student outcomes may reduce between-school inequality in achievement.
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Appropriate modelling of school compositional effects: a response to Malatinszky and Armor, and Marks
TL;DR: In this article, Malatinszky and Armor's, and Marks' comments on our article recently published in this journal are discussed, and they agree with Marks in the use of prior achievement to control for spurious effects in games.
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Is it socioeconomic or academic? Disentangling sources of peer effects on student achievement
TL;DR: In this article , the authors analyzed the extent to which the socioeconomic and academic classmates' characteristics are associated with student attainment and found a positive medium-to low-magnitude effect of increases in the peers' academic performance.
References
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Journal ArticleDOI
Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research
TL;DR: In this paper, a meta-analysis reviewed the literature on socioeconomic status and academic achievement in journal articles published between 1990 and 2000 and showed a medium to strong SES-achievement relation.
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The relation between socioeconomic status and academic achievement.
TL;DR: This article found that SES is only weakly correlated with academic achievement, and with aggregated units of analysis, typically obtained correlations between SES and academic achievement jump to.73.
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The Estimation of School Effects
TL;DR: This article pointed out that the increasing public demand to hold schools accountable for their effects on student outcomes lends urgency to the task of clarifying statistical issues pertaining to studies of school effects, and proposed a method to do so.
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Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003
Laura B. Perry,Andrew McConney +1 more
TL;DR: In this paper, the authors examined the relationship between school SES and student outcomes by asking two research questions: 1) how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for higher SES background? 2) How does the relationship vary across schools with different socioeconomic compositions? In particular, are increases in school socioeconomic composition consistently associated with increases in student academic achievement?
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The effect of peer socioeconomic status on student achievement: A meta-analysis
Reyn van Ewijk,Peter Sleegers +1 more
TL;DR: This article found that the compositional effect that researchers find is strongly related to how they measure SES and to their model choice, and that composition measured at cohort/school level is associated with smaller effects than composition at class level.