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Journal ArticleDOI

Socioeconomic Status and Academic Outcomes in Developing Countries: A Meta-Analysis:

25 Sep 2019-Review of Educational Research (SAGE PublicationsSage CA: Los Angeles, CA)-Vol. 89, Iss: 6, pp 875-916
TL;DR: Despite the multiple meta-analyses documenting the association between socioeconomic status (SES) and achievement, none have examined this question outside of English-speaking industrialized countr....
Abstract: Despite the multiple meta-analyses documenting the association between socioeconomic status (SES) and achievement, none have examined this question outside of English-speaking industrialized countr...
Citations
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Journal ArticleDOI
TL;DR: In this paper, a meta-analysis was conducted to compare academic achievement of students with disabilities in co-teaching versus special education settings, as well as instruction in each setting.

10 citations

Journal ArticleDOI
26 Jul 2021
TL;DR: The study revealed that the model, including the independent variables, predicted students’ achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level.
Abstract: The COVID-19 pandemic has deepened the effects of socioeconomic status (SES) and wellbeing (WB) on students' academic achievement, particularly in developing countries;thus, it becomes necessary to understand the nature of these concurrent relationships. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. The study revealed that the model, including the independent variables, predicted students' achievement in reading, mathematics and science;however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. The results offer insights into the predictors of academic achievement and educational inequalities in the context of a developing country. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

9 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined educational achievement at lower-secondary level in Sweden (Grade 9) using grades and national test results (NTR) as the dependent variables, using linear regressions and bi-linear regression.
Abstract: The current article examined educational achievement at lower-secondary level in Sweden (Grade 9), using grades and national test results (NTR) as the dependent variables. Linear regressions and bi...

9 citations


Cites background from "Socioeconomic Status and Academic O..."

  • ...More or less positive SES–academic achievement correlations have been found in the US (Sirin, 2005), other developed countries (Tan, 2015), and developing countries (Kim et al., 2019)....

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  • ...countries (Tan, 2015), and developing countries (Kim et al., 2019)....

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Journal ArticleDOI
TL;DR: This paper used data from almost 600,000 students in 77 countries participating in the 2018 PISA assessment of student achievement in math, science, and reading to reassess the relation between students' socioeconomic status (SES) and their achievement by treating SES as multidimensional instead of unidimensional.
Abstract: We reassess the relation between students’ socioeconomic status (SES) and their achievement by treating SES as multidimensional instead of unidimensional. We use data from almost 600,000 students in 77 countries participating in the 2018 PISA assessment of student achievement in math, science, and reading. The composite measure of SES that PISA uses can be broken down into six component variables that we here use as simultaneous predictors of achievement. This analysis yields several new insights. First, in the typical society, two predictors (books at home and parents’ highest occupational status) clearly outperform the rest. Second, a new composite measure based only on these two components often reveals substantially larger achievement gaps than those reported by PISA. Third, the analysis revealed remarkable differences between societies in the relation between achievement and wealth possessions. In most societies, the independent effect of wealth possessions on student achievement was zero or even slightly negative—but in the least developed societies it was strongly positive. These findings have implications for how SES achievement gaps should be measured and interpreted.

8 citations

Journal ArticleDOI
TL;DR: The authors analyzed Swedish 15-year-olds' PISA performance in 2015 and to a lesser extent 2018 by using a combination of individual data (2015) and aggregated cross-country data for 2015 and 2018, inclusive of 31 OECD countries.
Abstract: This study set out to analyze Swedish 15-year-olds’ PISA performance in 2015 and to lesser extent 2018 by using a combination of individual data (2015) and aggregated cross-country data for 2015 and 2018, inclusive of 31 OECD countries. At the within-country and individual level, native Swedish students who took the PISA test in 2015 outperformed first- and second-generation migrants. Moreover, the latent socioeconomic variable “number of books at home” was associated with higher PISA math achievement. Ambition was positively associated with PISA math scores, wheres worry was negatively associated with PISA math. At the cross-country level, GDP per capita was associated with higher PISA scores but ethnic homogeneity was not. IQ scores, PIAAC scores for teachers, and teacher salaries were also moderately correlated with PISA math achievement. This indicates that a country with high cognitive ability levels, as well as cognitively competent and well-paid teachers are likely to perform better in large-scale international assessments such as PISA.

7 citations

References
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Journal ArticleDOI

49,129 citations


"Socioeconomic Status and Academic O..." refers background or methods or result in this paper

  • ...Initial agreement levels were 100% for grade level, number of SES components included in study, and achievement measures (Cohen’s kappa = 1.0). Cohen’s kappa for type of attainment measure, SES type, and source of report were .90, .92, and .96 respectively. Weekly meetings were held to resolve coding discrepancies, and discussions were held to reach a 100% agreement between both codes. The first author reviewed all codes for accuracy and resolved disagreements when a consensus could not be reached. The coding scheme was refined to adjust for coding errors arising from ambiguity. Rosenthal (1991) and Cooper (2010) strongly recommend this method of independent double-coding by different coders and resolving discrepancies involving a third coder to ensure high reliability....

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  • ..., 2017) suggest that although the ESs are weaker than that suggested by the initial Coleman report, the relation between SES and achievement can still be qualified as moderate to strong. These meta-analyses have contributed to our understanding of the SES-achievement relation as shown by the large impact they have made in the scholarship. However, these studies exclusively focus on U.S. samples, and none of them include developing countries in their sample. The first meta-analysis by White (1982) did not limit the geographic scope but reported that almost all studies were done in the United States, with a few conducted in Canada and England. Sirin’s (2005) follow-up study explicitly set sample students in the United States as a criterion of inclusion, excluding all other non-U....

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  • ...These can be qualified as “small” according to Cohen’s (1988) guideline but need to be compared to other findings in this particular area to be interpreted meaningfully. We focused on the results of the achievement outcome as we did not find any studies reporting the SES-attainment relation in prior research against which to compare our results. The ES we found of .12 for SES and achievement is lower compared with .27 found by Sirin (2005) in U....

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  • ..., 2017) suggest that although the ESs are weaker than that suggested by the initial Coleman report, the relation between SES and achievement can still be qualified as moderate to strong. These meta-analyses have contributed to our understanding of the SES-achievement relation as shown by the large impact they have made in the scholarship. However, these studies exclusively focus on U.S. samples, and none of them include developing countries in their sample. The first meta-analysis by White (1982) did not limit the geographic scope but reported that almost all studies were done in the United States, with a few conducted in Canada and England. Sirin’s (2005) follow-up study explicitly set sample students in the United States as a criterion of inclusion, excluding all other non-U.S. samples. Harwell et al. (2017) did not explicitly discuss geographical location but included mostly U....

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  • ...These can be qualified as “small” according to Cohen’s (1988) guideline but need to be compared to other findings in this particular area to be interpreted meaningfully. We focused on the results of the achievement outcome as we did not find any studies reporting the SES-attainment relation in prior research against which to compare our results. The ES we found of .12 for SES and achievement is lower compared with .27 found by Sirin (2005) in U.S. studies published between 1990 and 2000, and also compared to .29 and .25 found for U.S. studies published between 1990 and 1999 and between 2000 and 2011, respectively, in Harwell et al. (2017). We note that our study additionally covers the most recent decade...

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Journal ArticleDOI
TL;DR: In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...
Abstract: In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...

31,693 citations


"Socioeconomic Status and Academic O..." refers background in this paper

  • ...Up to date, the majority of meta-analyses in education including developing countries have been focused on program effectiveness and examined attainment outcomes (Conn, 2017; García & Saavedra, 2017; Krishnaratne, White, & Carpenter, 2013; McEwan, 2015; Petrosino, Morgan, Fronius, Tanner-Smith, & Boruch, 2015). The only two meta-analyses that examined achievement outcomes in program effectiveness studies are McEwan (2015) and Petrosino et al....

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  • ...…to their children through education in the United States and the United Kingdom (Bradley & Corwyn, 2002; BrooksGunn, Duncan, & Aber, 1997; Coleman, 1988; Harwell, Maeda, Bishop, & Xie, 2017; Letourneau, Duffett-Leger, Levac, Watson, & Young-Morris, 2013; MacLeod, 1995; Marks, Cresswell,…...

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  • ...Up to date, the majority of meta-analyses in education including developing countries have been focused on program effectiveness and examined attainment outcomes (Conn, 2017; García & Saavedra, 2017; Krishnaratne, White, & Carpenter, 2013; McEwan, 2015; Petrosino, Morgan, Fronius, Tanner-Smith, & Boruch, 2015). The only two meta-analyses that examined achievement outcomes in program effectiveness studies are McEwan (2015) and Petrosino et al. (2015), who explored test scores, grades, and achievement measures as “ancillary effects” beyond the main effects of educational attainment....

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  • ...The importance of family SES for academic outcomes has been emphasized since the monumental Coleman report (Coleman et al., 1966) in the United States and the Plowden report (Peaker, 1971) in the United Kingdom. Coleman et al. (1966) found that school SES trumped familial influences in predicting students’ outcomes, and school SES—a proxy for many school processes (e.g., teacher quality, school resources, classroom climate)—was more predictive of student achievement than family SES. In particular, minority students’ achievement depended more on the schools they attended compared to the achievement of majority students, but schools had little impact on students’ achievement independent of their family background. However, in this study and other subsequent studies, academic outcome has often been limited to achievement. Achievement typically include standardized tests, teacher rating scales, class grades, GPA, and self-rated academic performance or competence. Achievement is distinct from attainment type outcomes, which is traditionally measured by the years of education completed by students or the highest degree attained by students. Low educational attainment is due to children who do not enroll (i.e., enroll at all or enroll at the correct age level), attend school, or progress to the next grade or who drop out altogether (World Bank, 2004). Thus, attainment outcomes broadly encompass indicators defining the milestones necessary for students’ quality learning in school, and can include measures such as enrollment rates, attendance, absence, and dropout. Most studies published after the Coleman et al. report (1966) used only achievement outcomes and focused on Western industrialized countries....

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  • ...The importance of family SES for academic outcomes has been emphasized since the monumental Coleman report (Coleman et al., 1966) in the United States and the Plowden report (Peaker, 1971) in the United Kingdom. Coleman et al. (1966) found that school SES trumped familial influences in predicting students’ outcomes, and school SES—a proxy for many school processes (e....

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Book
21 Feb 1986
TL;DR: The first handbook on the sociology of education as discussed by the authors synthesizes major advances in education over the past several decades, incorporating both a systematic review of significant theoretical and empirical work and challenging original contributions by distinguished American, English, and French sociologists.
Abstract: The first of its kind, this handbook synthesizes major advances in the sociology of education over the past several decades. It incorporates both a systematic review of significant theoretical and empirical work and challenging original contributions by distinguished American, English, and French sociologists. In his introduction, John G. Richardson traces the development of the sociology of education and reviews the important classical European works in which this discipline is grounded. Each chapter, devoted to a major topic in the field, provides both a review of the literature and an exposition of an original thesis. The inclusion of subjects outside traditional sociological concern--such as the historical foundations of education and the sociology of special education--gives an interdisciplinary scope that enhances the volume's usefulness.

7,071 citations

Book
18 Aug 2000
TL;DR: This paper presents a meta-analysis procedure called “Meta-Analysis Interpretation for Meta-Analysis Selecting, Computing and Coding the Effect Size Statistic and its applications to Data Management Analysis Issues and Strategies.
Abstract: Introduction Problem Specification and Study Retrieval Selecting, Computing and Coding the Effect Size Statistic Developing a Coding Scheme and Coding Study Reports Data Management Analysis Issues and Strategies Computational Techniques for Meta-Analysis Data Interpreting and Using Meta-Analysis Results

6,930 citations


"Socioeconomic Status and Academic O..." refers methods or result in this paper

  • ...In our sample, 19 studies reported the raw correlation and sample size while 30 did not report a correlation directly but provided enough information to calculate an ES using the formula provided by Lipsey and Wilson (2001)....

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  • ...Publication bias has been identified as a threat in other studies as journals tend to favor significant findings (Borenstein et al., 2009; Lipsey & Wilson, 2001)....

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Book
01 Jan 1984
TL;DR: In this paper, the authors define research results, retrieve and assess research results and compare and combine research results to combine probabilities, and evaluate meta-analytic procedures and meta-Analytic results.
Abstract: Introduction Defining Research Results Retrieving and Assessing Research Results Comparing and Combining Research Results Combining Probabilities Illustrations of Meta-Analytic Procedures The Evaluation of Meta-Analytic Procedures and Meta-Analytic Results

5,181 citations


"Socioeconomic Status and Academic O..." refers methods in this paper

  • ...Rosenthal (1991) and Cooper (2010) strongly recommend this method of independent double-coding by different coders and resolving discrepancies involving a third coder to ensure high reliability....

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