The relation between socioeconomic status and academic achievement.

doi:10.1037/0033-2909.91.3.461

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The relation between socioeconomic status and academic achievement.

Journal Article•DOI•

The relation between socioeconomic status and academic achievement.

01 May 1982-Psychological Bulletin (American Psychological Association)-Vol. 91, Iss: 3, pp 461-481

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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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.

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Journal Article•DOI•

Efficacy of the Theory of Planned Behaviour: a meta-analytic review.

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Christopher J. Armitage¹, Mark Conner²•Institutions (2)

University of Sheffield¹, University of Leeds²

01 Dec 2001-British Journal of Social Psychology

TL;DR: A quantitative integration and review of research on the Theory of Planned Behaviour and the subjective norm, which found that intentions and self-predictions were better predictors of behaviour than attitude, subjective norm and PBC.

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Abstract: The Theory of Planned Behaviour (TPB) has received considerable attention in the literature. The present study is a quantitative integration and review of that research. From a database of 185 independent studies published up to the end of 1997, the TPB accounted for 27% and 39% of the variance in behaviour and intention, respectively. The perceived behavioural control (PBC) construct accounted for significant amounts of variance in intention and behaviour, independent of theory of reasoned action variables. When behaviour measures were self-reports, the TPB accounted for 11% more of the variance in behaviour than when behaviour measures were objective or observed (R2s = .31 and .21, respectively). Attitude, subjective norm and PBC account for significantly more of the variance in individuals' desires than intentions or self-predictions, but intentions and self-predictions were better predictors of behaviour. The subjective norm construct is generally found to be a weak predictor of intentions. This is partly attributable to a combination of poor measurement and the need for expansion of the normative component. The discussion focuses on ways in which current TPB research can be taken forward in the light of the present review.

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8,889 citations

Book•

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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John Hattie¹•Institutions (1)

University of Melbourne¹

19 Nov 2008

TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.

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Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

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6,776 citations

Journal Article•DOI•

Socioeconomic status and child development.

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Robert H. Bradley¹, Robert F. Corwyn¹•Institutions (1)

University of Arkansas at Little Rock¹

01 Jan 2002-Annual Review of Psychology

TL;DR: A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents.

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Abstract: ▪ Abstract Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents. For children, SES impacts well-being at multiple levels, including both family and neighborhood. Its effects are moderated by children's own characteristics, family characteristics, and external support systems.

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4,627 citations

Journal Article•DOI•

Socioeconomic disadvantage and child development

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Vonnie C. McLoyd¹•Institutions (1)

Duke University¹

01 Feb 1998-American Psychologist

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.

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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.

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3,753 citations

Journal Article•DOI•

Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research

[...]

Selcuk R. Sirin¹•Institutions (1)

New York University¹

01 Feb 2005-Review of Educational 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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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.

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3,656 citations

Cites background or methods or result from "The relation between socioeconomic ..."

...The Average Correlation The following are results of the current meta-analysis and of White’s (1982) meta-analysis based on journal articles from the two year spans:...
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...Socioeconomic status was a stronger predictor of academic achievement for White students than for minority students. Additional evidence that minority status acts as a moderating factor came from the significant association between the percentage of minority students in a sample and the magnitude of the correlation between SES and academic achievement. Stated differently, the more minority students in a sample, the weaker the association between SES and achievement. The finding that family background variables such as parental education, income, and occupation are less predictive for minorities should be of concern not only for reasons of future research methodology, but also for its for social policy implications. Although few in number, some studies suggest that neighborhood and school SES, not family SES, may exert a more powerful effect on academic achievement in minority communities, particularly in African American communities. For example, Gonzales et al. (1996) examined the combined effect of family and neighborhood influences on the school performance of African American high school students. They found that family SES variables were not as predictive of academic achievement as were neighborhood SES factors. Neighborhood factors were related to lower grades and also moderated several other factors such as parenting support and control. In a large-scale examination of the same issue, Dornbusch, Ritter, and Steinberg (1991) compared the differential effects of parental SES and neighborhood SES in relation to academic achievement....
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...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....
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...One of the main goals of this meta-analysis was to replicate White’s (1982) meta-analysis using journal articles published from 1990 to 2000....
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...White (1982) carried out the first meta-analytic study that reviewed the literature on this subject by focusing on studies published before 1980 examining the relation between SES and academic achievement and showed that the relation varies significantly with a number of factors such as the types…...
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References

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Journal Article•DOI•

Primary, Secondary, and Meta-Analysis of Research

[...]

Gene V. Glass¹•Institutions (1)

University of Colorado Boulder¹

01 Nov 1976-Educational Researcher

TL;DR: The meta-analysis of research as discussed by the authors is an important feature of the research and evaluation enterprise, and it has been widely used in the field of computer science and computer engineering, especially in the context of education.

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Abstract: M y subject is data analysis at three levels. Primary analysis is the original analysis of data in a research study. It is what one typically imagines as the application of statistical methods. Secondary analysis is the re-analysis of data for the purpose of answering the original research question with better statistical techniques, or answering new questions with old data. Secondary analysis is an important feature of the research and evaluation enterprise. Tom Cook (1974) at Northwestern University has written about its purposes and methods. Some of our best methodologists have pursued secondary analyses in such grand style that its importance has eclipsed that of the primary analysis. We can cite with pride some state of the art documents: the MostellerMoynihan secondary analysis of the Coleman study; the Campbell-Erlebacher analysis of the Ohio-Westinghouse Headstart evaluation; and the Elashoff-Snow secondary analysis of Pygmalion in the Classroom, to name three. About all that can effectively be done to insure that secondary analyses of important studies are carried out is to see that the data from the original studies are preserved and that secondary analyses are funded. The preservation of original data could improve. Last month, one of our graduate students, Karl White, spent 15 hours and made 30 phone calls attempting to obtain from the government a copy of the data tapes for the Coleman study only to learn in the end that they had been irretrievably filed in unmarked tape cannisters with some 2,000 other unmarked data tapes. Tom Cook remarked in an Annual Meeting symposium on secondary analysis that you can get the data if you have chutzpah or if you're socio metrically well-connected. The whole business is too important to be treated so casually. On the other extreme, one can point with satisfaction to the ready availability to any researcher of the data tapes from Project TALENT or the National Assessment of Educational Progress. Others are advancing the practice of secondary analysis. My major interest currently is in what we have come to call—not for want of a less pretentious name—the meta-analysis of research. The term is a bit grand, but it is precise, and apt, and in the spirit of "metamathematics," "meta-psychology," and "meta-evaluation." Meta-analysis refers to the analysis of analyses. I use it to refer to the statistical analysis of a large collection of analysis results from individual studies for the purpose of integrating the findings. It connotes a rigorous alternative to the casual, narrative discussions of research studies which typify our attempts to make sense of the rapidly expanding research literature. The need for the meta-analysis of research is clear. The literature on dozens of topics in education is growing at an astounding rate. In five years time, researchers can produce literally hundreds of studies on IQ and creativity, or impulsive vs. reflective cognitive styles, or any other topic.

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4,509 citations

"The relation between socioeconomic ..." refers methods in this paper

...In order to determine the magnitude of the relation between SES and academic achievement, and to investigate the factors that contribute to the variance in previously reported correlations between these two variables, meta-analysis techniques for integrating research findings originally proposed by Glass (1976) were used....
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Journal Article•DOI•

Ecological correlations and the behavior of individuals.

[...]

W. S. Robinson¹•Institutions (1)

University of California, Los Angeles¹

01 Jun 1950-American Sociological Review

4,163 citations

"The relation between socioeconomic ..." refers background in this paper

...The effect of using aggregated units of analysis in computing correlation coefficients has been known among statisticians for some time (Knapp, 1977; Robinson, 1950)....
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Journal Article•DOI•

Social Class and Mental Illness

[...]

Raymond G. Hunt, August B. Hollingshead, Fredrick C. Redlich

01 Mar 1959-American Journal of Psychology

3,277 citations

Book•

Statistical methods in education and psychology

[...]

Gene V. Glass, Kenneth D. Hopkins

01 Jan 1970

2,508 citations

Book•

Inequality : a reassessment of the effect of family and schooling in America

[...]

Christopher Jencks

16 Nov 1972

TL;DR: Most Americans say they believe in equality. But when pressed to explain what they mean by this, their definitions are usually full of contradictions as mentioned in this paper. But most Americans also believe that some people are more competent than others, and that this will always be so, no matter how much we reform society.

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Abstract: Most Americans say they believe in equality. But when pressed to explain what they mean by this, their definitions are usually full of contradictions. Many will say, like the Founding Fathers, that “all men are created equal.” Many will also say that all men are equal “before God,” and that they are, or at least ought to be, equal in the eyes of the law. But most Americans also believe that some people are more competent than others, and that this will always be so, no matter how much we reform society. Many also believe that competence should be rewarded by success, while incompetence should be punished by failure. They have no commitment to ensuring that everyone’s job is equally desirable, that everyone exercises the same amount of political power, or that everyone receives the same income.

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2,315 citations