The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: Implications for policies to foster education equity
01 May 2012-International Journal of Educational Development (Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com)-Vol. 32, Iss: 3, pp 412-422
TL;DR: The authors explored the relationship between family socioeconomic status and mathematics performance on the base of a multi-level analysis involving a large sample of Chinese primary school students and found that individuals from a disadvantaged family and higher socioeconomic background have a higher probability to attain higher mathematics scores.
About: This article is published in International Journal of Educational Development.The article was published on 2012-05-01. It has received 50 citations till now. The article focuses on the topics: Socioeconomic status & Educational equity.
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TL;DR: Zhang et al. as mentioned in this paper conducted a meta-analysis on the relation between SES and academic achievement based on 215,649 students from 78 independent samples in the basic education stage from mainland China.
Abstract: Academic achievement is one of the most important indicators for assessing students’ performance and educational attainment. Family socioeconomic status (SES) is the main factor influencing academic achievement, but the relation between SES and academic achievement may vary across different sociocultural contexts. China is the most populous developing country with a large number of schooling students in the basic education stage. Chinese schools are unified and managed by the Ministry of Education, but the central and local governments in accordance with their responsibilities share the investment of educational funds. However, the strength of the relation between SES and academic achievement and possible moderators of this relation remain unclear. Therefore, we conducted a meta-analysis on the relation between SES and academic achievement based on 215,649 students from 78 independent samples in the basic education stage from mainland China. The results indicated a moderate relation between SES and academic achievement (r = 0.243) in general. Moderation analyses indicated that the relation between SES and academic achievement gradually decreased in the past several decades; SES has a stronger correlation with language achievement (i.e., Chinese and English) than science/math achievement and general achievement. These findings were discussed from the perspective of governmental policies on education.
106 citations
TL;DR: This paper examined the cross-lagged relationship between the home learning environment and academic achievement in Chinese, and whether parents' socioeconomic status (SES) and child's gender moderate the relations.
89 citations
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...
61 citations
TL;DR: In this article, the authors examined differences in school organization processes associated with learning-centered leadership and teacher learning and found that the strength of all variable measures were significantly higher in the urban schools.
61 citations
TL;DR: In this paper, the extent to which students' mathematics self-beliefs, motivation to learn mathematics and attitudes towards school contributed to the prediction of their mathematics achievement was examined.
46 citations
Cites result from "The quadratic relationship between ..."
...This finding is also in line with previous research that has suggested school SES is one of the most salient predictors of both overall academic achievement, and mathematics (Areepattamannil, 2014; Jehangir et al., 2015; Sirin, 2005; Zhao et al., 2012)....
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References
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01 Jan 1966
TL;DR: In this article, the authors discuss the importance of equity and excellence in education in the context of the 1968 Equalization of EdUCATIONAL OPPORTUNITY (EOW) campaign.
Abstract: (1968). EQUALITY OF EDUCATIONAL OPPORTUNITY. Equity & Excellence in Education: Vol. 6, No. 5, pp. 19-28.
5,624 citations
TL;DR: The link between socioeconomic disadvantage and children's socioemotional functioning appears to be mediated partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors.
Abstract: Recent research consistently reports that persistent poverty has more detrimental effects on IQ, school achievement, and socioemotional functioning than transitory poverty, with children experiencing both types of poverty generally doing less well than never-poor children. Higher rates of perinatal complications, reduced access to resources that buffer the negative effects of perinatal complications, increased exposure to lead, and less home-based cognitive stimulation partly account for diminished cognitive functioning in poor children. These factors, along with lower teacher expectancies and poorer academic-readiness skills, also appear to contribute to lower levels of school achievement among poor children. The link between socioeconomic disadvantage and children's socioemotional functioning appears to be mediated partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors. The implications of research findings for practice and policy are considered.
3,753 citations
"The quadratic relationship between ..." refers background in this paper
...The way to define and measure socioeconomic status (SES) has changed a lot during recent years (Entwisle and Astone, 1994; McLoyd, 1998)....
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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.
Abstract: This meta-analysis reviewed the literature on socioeconomic status (SES) and academic achievement in journal articles published between 1990 and 2000. The sample included 101,157 students, 6,871 schools, and 128 school districts gathered from 74 independent samples. The results showed a medium to strong SES–achievement relation. This relation, however, is moderated by the unit, the source, the range of SES variable, and the type of SES–achievement measure. The relation is also contingent upon school level, minority status, and school location. The author conducted a replica of White’s (1982) meta-analysis to see whether the SES–achievement correlation had changed since White’s initial review was published. The results showed a slight decrease in the average correlation. Practical implications for future research and policy are discussed.
3,656 citations
"The quadratic relationship between ..." refers background in this paper
...A large body of empirical evidence is available about the relationship between SES and student performance in the context of the critical school subject of mathematics (Sirin, 2005; White, 1982)....
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...In later studies, additional variables were added; such as home resources (Sirin, 2005), home atmosphere or context, number of books in the household, and other resources related to learning (Caldas and Bankston, 1997; OECD, 2004)....
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...This resulted in additional indexes, such as school SES-level and neighborhood SESlevel (Brooks-Gunn et al., 1997; Sirin, 2005)....
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...Recently, the meta-analysis of both White (1982) and Sirin (2005) reveals that the direct relation between socioeconomic status and performance might be less strong as supposed....
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TL;DR: It is found that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences--in particular family structure and maternal schooling--between low- and high-income families.
Abstract: We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences--in particular family structure and maternal schooling--between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems.
2,180 citations
"The quadratic relationship between ..." refers background in this paper
...The way to define and measure socioeconomic status (SES) has changed a lot during recent years (Entwisle and Astone, 1994; McLoyd, 1998)....
[...]
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.
Abstract: Although it is widely believed that socioeconomic status (SES) is strongly correlated with measures of academic achievement, weak and moderate correlations are frequently reported. Using meta-analysis techniques, almost 200 studies that considered the relation between SES and academic achievement were examined. Results indicated that as SES is typically defined (income, education, and/or occupation of household heads) and typically used (individuals as the unit of analysis), SES is only weakly correlated (r = .22) with academic achievement, With aggregated units of analysis, typically obtained correlations between SES and academic achievement jump to .73. Family characteristics, such as home atmosphere, sometimes incorrectly referred to as SES, are substantially correlated with academic achievement when individuals are the unit of analysis (r = .55). Factors such as grade level at which the measurement was taken, type of academic achievement measure, type of SES measure, and the year in which the data were collected are significantly correlated statistically with the magnitude of the correlation between academic achievement and SES. Variables considered in the meta-analysis accounted for 75% of the variance in observed correlation coefficients in the studies examined.
1,587 citations
"The quadratic relationship between ..." refers background in this paper
...A large body of empirical evidence is available about the relationship between SES and student performance in the context of the critical school subject of mathematics (Sirin, 2005; White, 1982)....
[...]
...In the 1980s, SES indexes stressed family income, father’s educational level, mother’s educational level, and father’s occupational status or occupation type (White, 1982)....
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...Recently, the meta-analysis of both White (1982) and Sirin (2005) reveals that the direct relation between socioeconomic status and performance might be less strong as supposed....
[...]