Search results for: Socioeconomic influences
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Why Are Migrant Students Better Off in Certain Types of Educational Systems or Schools than in Others?
This article is concerned with the combined estimation of the effects of educational systems, school composition, track level, and country of origin on the educational achievement of 15-year-old migrant students. The authors focus specifically on the effects of socioeconomic and ethnic background on achievement scores and the extent to which these effects are affected by characteristics of the school, track, or educational system in which these students are enrolled.
Updated: Apr. 25, 2013
Baccalaureate Expectations of Community College Students: Socio-Demographic, Motivational, and Contextual Influences
This research investigates socio-demographic, motivational, and postsecondary contextual factors underlying community college students’ baccalaureate expectations. Results indicate that community college students‘ baccalaureate expectations two years after high school were directly and positively influenced by their initial baccalaureate expectations during the high school senior year and their academic integration during the first year of college. However, college students‘ baccalaureate expectations were negatively associated with the number of subjects for remedial work they received.
Updated: Mar. 24, 2013
Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance
This research examine the association of family income with SAT performance. Results suggest the effects of family income on SAT scores are substantial, non-linear, and nearly twice as large for Black students.
Updated: Feb. 26, 2013
Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?
This quantitative study employs a seasonal perspective to assess the degree to which neighborhood and school contexts affect the reading achievement growth of young children. The authors found that neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer.The authors recommend that policy makers attend to the quality of neighborhood and school settings as a means of promoting literacy development for young children.
Updated: Jun. 01, 2010
Investigating Teachers' Educational Beliefs in Chinese Primary Schools: Socioeconomic and Geographical Perspectives
This empirical study investigates the nature of and profiles in primary teachers' educational beliefs in the Chinese educational settings. A survey of 820 primary school teachers was conducted. Results show that gender and subject domain affect traditional educational beliefs. Significant differences appear considering economic and geographical context variables.
Updated: Jan. 31, 2010