Depren, zer It is measured by several factors, including income, occupation, and education, and it can have either a positive or negative impact on a person's life. We focused on the lower class because of the three social classes; the lower class . Results (Table 2) show that the mean effect size for the random effects model was r=.58. A meta-analysis on the relationship between school characteristics and student outcomes in science and maths evidence from large-scale studies, https://doi.org/10.1080/03057267.2020.1735758, Parent involvement and science achievement: A cross-classified multilevel latent growth curve analysis, https://doi.org/10.1080/00220671.2013.807488, Is socioeconomic status less predictive of achievement in East Asian countries? Academic performance of K-12 students in an . The weighting enabled effect sizes from larger-sample studies to be given more weight than those from smaller-sample studies. Most of the variance in effect sizes occurred within studies (level 2; 16.76%) and between studies (level 3; 83.23%); percentage of sampling variance of effect sizes at level 1=0.02%. Are these effects more (or less) pronounced in high-SES, mid-SES, or low-SES districts? School SES effect sizes may vary for different student outcomes such as achievement (i.e. Table 1. Effect sizes were then converted back to Pearsons correlations in the reporting of results because the aim was to examine associations between school SES and different variables. The only published meta-analysis focusing on aggregated SES effects (including but not limited to school SES) by van Ewijk and Sleegers (Citation2010) did not find significant differences in school SES effect sizes for student achievement in languages and mathematics. The mean effect for studies using a combined measure of student achievement and attainment was r=.57 but this finding was based on only two effect sizes. Therefore, the school SES effect size (r=.58) was 1.66 times that of the student SES effect size. 3099067 What is the strength of relationships between school SES and (a) schools percentage of ethnic minority students and (b) students prior ability? more effective school leadership, climate, teacher capacity) provide an opportunity for low-SES schools to prioritise their limited resources to improve these processes and become more competitive in the educational marketplace. (Log in options will check for institutional or personal access. Search terms in abstracts included combinations of relevant keywords (using Boolean operators OR and AND) pertaining to. We use cookies to improve your website experience. The large effect sizes associated with student achievement in different subject areas (except social sciences) underscore school processes influencing teaching-and-learning in high-SES schools, thereby affirming the need to unravel these processes. The present study employed a three-level meta-analysis instead of conventional meta-analysis (van den Noortgate et al., Citation2013, Citation2014). It also enables us to compare the magnitude of associations between school SES and different school processes. Public aspects of parental involvement include parents formal participation in school platforms such as parent-teacher association and parents helping out in school activities (Johnson & Hull, Citation2014; Park et al., Citation2017). Accumulated empirical evidence shows that low SES students tend to perform worse academically than their peers from more advantageous backgrounds globally including Australia. More specifically, in studies with more than one effect size, different effect sizes were separately coded. Abstract. No potential conflict of interest was reported by the author(s). Results (Table 4) show that school SES was negatively associated with schools percentage of ethnic minority students (r=-.43, k=19) and positively associated with students prior ability levels (r=.54, k=24). k=No of independent effect sizes. Mateo, Nino Jose It enables effects in individual studies to be converted to a common metric and compared across studies. The funnel plot of standard errors by effect sizes shows that effect sizes from individual meta-analyses were distributed on both sides of the mean effect size and that there were effect sizes corresponding to studies with different standard errors (Figure 2). Additionally, Holzberger and colleagues (Citation2020) meta-analysis compared effect sizes of school processes for students mathematics and science learning outcomes, but it is unclear if these processes are related to school SES. Meta-analysis was employed to summarise empirical findings across studies. The present study shows that school SES effect size was 1.66 times that of the student SES effect size. Second, some researchers assert that school SES can explain differences in student performance in different school types (private versus public) (Dronkers & Robert, Citation2008; Thomson et al., Citation2013). The socio-economic status of a child is . Results show that the mean effect size of school SES on student learning outcomes was substantial at r=.58. for this article. Results showed that apart from the comparison of school SES effect size between early childhood education-upper secondary and early childhood education (reference group), the regression coefficients for other variables were all very small (Table 3). It makes three contributions to the school SES scholarship. Meta-analytical insights on school SES e . https://doi.org/10.1080/00131911.2023.2184329, https://www.cia.gov/the-world-factbook/field/gini-index-coefficient-distribution-of-family-income/country-comparison, https://www.educationnext.org/what-matters-for-student-achievement/, https://cran.r-project.org/web/packages/metafor/metafor.pdf, https://ideas.repec.org/p/unm/unumer/2016044.html, Medicine, Dentistry, Nursing & Allied Health, % free/reduced-price lunch/schooling Title 1/Non-Title 1 schools, Early childhood education-lower secondary (K-G9), Early childhood education-upper secondary (K-G12), Records on % free/reduced-price lunch Title 1/Non-Title 1 school classification, Measurement level of student outcome data, Schools percentage of ethnic minority students, School leadership (effective leadership, enabling school structure/school design, experience, self-efficacy), School climate (academic expectations/optimism, school security/safety, positive relationships, teachers trust/motivation/commitment/attendance/low mobility, collective responsibility, student discipline/low mobility, supportive learning environment), Teacher capacity (teacher certification, experience, efficacy, professional development, collaboration, autonomy), Instructional programmes (classroom teaching, programme coherence, instructional practices/feedback/curriculum/assessment/monitoring), School educational resources (school resources/facilities, instructional expenditure, teacher-student ratio/class size, use of educational resources), Parental involvement private goods (parental networking, parental trust of schools and principals, family and community involvement), Parental involvement public goods (parent-teacher association membership and attendance, formal school involvement), Students grade levels (reference category=Early childhood education, k=4), Early childhood education-primary (k=5), Early childhood education-lower secondary (k=4), Early childhood education-upper secondary (k=2), Type of schools (reference category=Mixed, k=140), Country/Region (reference category=Non-US country/region, k=62), Number of school SES indicators used (k=218), Measurement level of student outcome data (reference category=Student, k=78), Type of studies (reference category=Thesis, k=112), Sources of school SES data (reference category=Mixed, k=7), Title 1/Non-Title 1 school classification (k=15). The study is supported by The University of Hong Kong (HKU) Faculty Research Fund. To test this claim, this study investigated a longitudinal data. Results, computed from 85 effect sizes, show that r=.35. effect of school was significant in math, social studies, science, and writing. School leaders and teachers then cultivate a positive school climate (an intangible process) supporting student learning. Both indices ranged from 0 to 1, with smaller values indicating societies that are more equal. How are these relationships moderated by contextual and methodological variables? Socioeconomic status (SES), an index of one's overall social status or prestige in society, is one of the most widely studied constructs in the social sciences. special education or religious schools); (f) employed qualitative or meta-analytic methodologies; and (g) were not written in English. In theoretical accounts of second language acquisition, socioeconomic status (SES) has a great impact on the second language (L2) learning outcomes, where their relationship is suggested to be indirect (Ellis, 1994; Gardner, 1985, 2007). Fourth, high-SES schools may have well-designed instructional programmes (comprising coherent curriculum, student-centred pedagogy, and formative assessment; Reynolds et al., Citation2014) that effectively address students learning needs. The socioeconomic status of a student's family is identified as a factor that can affect a child's academic performance. Researchers have focused on specific instead of all the six categories of processes, so we do not know which processes are more important than others in explaining school SES effects. Did you know that with a free Taylor & Francis Online account you can gain access to the following benefits? The mainstream SES scholarship is largely based on studies conducted in the US (e.g. The academic performance and learning outcomes also determine the career opportunities available to the students in the future. Researchers measure school SES by averaging students SES levels within a school or by using other school-level variables such as parental education, family income, home possessions, percentage of students on free/reduced-price lunch or schooling (FRL), Title 1/non-Title 1 school classification (Sirin, Citation2005; van Ewijk & Sleegers, Citation2010). Results showed high inter-rater reliabilities between the two sets of coding (Cohen, Citation1960; McHugh, Citation2012) for different variables coded (k=.99 for school SES indicators; k=.99 for school SES data sources; k=.99 for achievement subject areas; k=.89 for measurement level of student outcomes; k=.94 for school processes; k=.99 for student grade levels). The study also shows that school SES was associated with schools percentage of ethnic minority students, students prior ability, and specific processes (school leadership, school climate, teacher capacity). The study also examines the literature that reveals that the socioeconomic status of the parents can significantly contribute in the achievement of good grades at colleges. the school SES effect). "Besides other factors, socio-economic status is one of the most researched and debated factor among educational professionals that contribute towards the academic performance of students. Each project team member then reviewed abstracts of the studies for the four to five-year period that they were responsible for to decide if the studies should be included in the meta-analysis. Socioeconomic status is the position of an individual or group on the socioeconomic scale, which is determined by a combination of social and economic factors such as income, amount and kind of education, type and prestige of occupation, place of residence, andin some societies or parts of societyethnic origin or . Salanga, Maria Guadalupe C. In contrast, functional school resources (school instructional programmes, educational resources) and parental involvement benefiting school improvement were not associated with school SES. hasContentIssue true, The Author(s) 2021. First, it clarifies the magnitude and scope of school SES effects: the mean school SES effect size was large at r=.58 and school SES effects were larger for achievement (especially in language, mathematics, science subjects) than attainment outcomes. The significant association between school SES and schools percentage of ethnic minority students, and the association between school SES and various school processes (i.e. The present study shows that school SES was less strongly associated with school processes than with schools percentage of ethnic minority students or students prior ability. However, it should be noted that van Ewijk and Sleegers' (Citation2010) research did not focus on examining school SES while Kim and colleagues (Citation2019) examined student SES. This search was performed by reviewing the title and abstract of articles listed in different volumes and issues of the journals websites. The association between school SES and students prior ability means that school SES effect sizes may be smaller if students prior ability is controlled. Effective school leadership strategies need to be implemented via teachers to influence student learning (Hendriks & Scheerens, Citation2013). A systematic and meta-analytic review, https://doi.org/10.1016/j.ijer.2019.05.009, Socioeconomic status and academic outcomes in developing countries: A meta-analysis, Do children who read more books know what is good writing better than children who read less? The relationship between socioeconomic status (SES) and academic achievement can both reflect the degree to which students academic achievement is affected by SES and reveal detailed information about educational equity in a country/economy. the Impact of Socioeconomic Status on Student Achievement in a Rural East . Lastly, Sirins (Citation2005) meta-analysis showed that school SES effects computed from school SES data obtained from a variety of sources (students, parents, school administrators, state education departments, records on percentage of students who are eligible for free/reduced-price lunch/schooling, or combination of these indicators) may differ. A review of evidence about equitable school leadership, A study of school size among Alabama's public high schools, https://doi.org/10.22230/ijepl.2012v7n1a309, Are school-SES effects statistical artefacts? Academic performance of students is very much influenced by numerous factors like Socio-economic Status of the parents, residential locality of the students, gender, age, school and class room environment and many more. The rest of this chapter focuses on differences between the various education systems and changes in educational inequality over time. The study also did not examine associations between school SES and processes per se; instead, it computed effect sizes on associations between school processes (including school SES) and student learning outcomes. Therefore, there is no evidence of publication bias in the data. In particular, the mean school SES effect size was smaller for studies involving early childhood-upper secondary schools (=1.49; k=2) when compared to studies involving early childhoods (k=4). Conceptual Framework. View all Google Scholar citations These processes comprise intangible school aspects (school leadership and climate, teacher capacity) and parental involvement directly benefiting student learning. Spitzer, M., and Musslick, S. (2021). "useRatesEcommerce": false Drawing on the research findings, this study suggested that the government should (1) further promote education equity with a primary focus on disadvantaged student groups; (2) improve the enrolment policy and increase the diversity of student backgrounds; (3) promote teacher professional development and continuously improve school effectiveness. key factor to determine the academic performance of the students. Results show that most studies included in the meta-analysis used the percentage of students on free/reduced price lunch as a school SES indicator. Results show that school SES was more associated with school leadership, school climate, teacher capacity, and parental involvement than with school instructional programmes or school educational resources, thereby elucidating the processes that may contribute to the more positive student learning outcomes in higher-SES schools. Moreover, the female students performed significantly better than the male students. Socio-economic status is a definite background variable that represents a feature of the social structure in society (Oakes & Rossi, 2003). Publications Office of the European Union, A meta-analysis of the effect of parental involvement on students academic achievement, Parents personality traits and childrens subjective well-being: A chain mediating model, Discovering statistics using IBM SPSS Statistics, Doing the right thing: Measuring wellbeing for public policy. For example, Sirins (Citation2005) meta-analysis found that SES had larger effect sizes for students mathematics (vis-a-vis verbal, science, or general) achievement. All effects were converted to Fishers z using Borenstein and colleagues (Citation2009) formulas. Register a free Taylor & Francis Online account today to boost your research and gain these benefits: Meta-analytical insights on school SES effects, Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong, Multilevel analyses of student, parent, and school indicators of achievement in high school transition in Turkey, Understanding student achievement in mathematics and science: The case of Trinidad and Tobago, https://doi.org/10.1007/s11125-015-9373-y, The impact of school SES on student achievement: Evidence from U.S. statewide achievement data, Opportunities to participate in science learning and student engagement: A mixed methods approach to examining person and context factors, The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach, Compensating, mediating, and moderating effects of school climate on academic achievement gaps in Israel, https://doi.org/10.1177/016146811511700703, A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement, The effects of academic optimism on elementary reading achievement, https://doi.org/10.1108/09578231211264685. Specifically, school SES was more strongly associated with schools percentage of ethnic minority students and students prior ability than with school processes. Additionally, a high percentage of students on free/reduced lunch for a school does not imply that many students in the school are poor (Hill & Jenkins, Citation2001). Badatl-Kalkan, Seda These school leaders may be more self-efficacious and experienced (Brouwer, Citation2018; Smith & Kearney, Citation2013), and they may emphasise student learning (Akay & Karadag, Citation2019) and establish school structures to enhance teaching and learning (Southern, Citation2018). Abstract: Socioeconomic status (SES), which generally involves factors such as parental educational background, occupation and income level, is a strong predictor of student achievement. Various studies reported the same tendencies and further added that high SES groups achieved. Published online by Cambridge University Press: refers to the inequality of academic performance among groups of students (Barton, 2003). 2 Has data issue: true A comparison of effects between school SES and processes in the present study shows that school climate had the largest effect size compared to those for school leadership and teacher capacity. Table 4. Indeed, all except one of the 106 school SES effects measured using this indicator in the present study came from US-based studies; the one non-US-based study was conducted in England and Wales (Walker et al., Citation2005). Socioeconomic status (SES) encompasses not just income but also educational attainment, occupational prestige, and subjective perceptions of social status and social class. The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. We use cookies to improve your website experience. This search was complemented by two sets of manual searches of relevant studies that might be missed from the computer searches. Render date: 2023-03-18T08:18:35.141Z Register a free Taylor & Francis Online account today to boost your research and gain these benefits: Effects of socioeconomic status and its components on academic achievement: evidence from Beijing-Shanghai-Jiangsu-Zhejiang (China), a Faculty of Education, Beijing Normal University, Beijing, China, b Faculty of Education, The University of Hong Kong, Hong Kong, China, a Faculty of Education, Beijing Normal University, Beijing, China;c Institute of Advanced Studies in Humanities and Social Sciences, Beijing Normal University at Zhuhai, Zhuhai, China, /doi/full/10.1080/02188791.2021.2015286?needAccess=true. To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. Some researchers are concerned with reliability issues using this indicator (Sirin, Citation2005; van Ewijk & Sleegers, Citation2010); for example, the process to determine eligibility for such a scheme is prone to errors and that not all financially needy students will apply for this scheme (Sirin, Citation2005). There is meta-analytic evidence that school leadership (including their role in building a shared vision and setting high expectations for student learning) is associated with organisational, teacher, and student outcomes (Tan et al., Citation2022), so higher-SES schools may be led by more effective school leaders galvanising the school community to establish a positive climate, and these two processes then contribute to student performance. These studies examined school SES as an independent (n=59) or a control variable (n=38). Coding differences were discussed, and a consensus was reached to inform the final coding. teacher trust, motivation, commitment, responsibility) and teachers demonstrated capacity (e.g. The 66 research studies were compiled to obtain a sample size of 266,817 subjects. The impact of family socio-economic status (SES) on students' academic performance has been extensively explored in the literature around the world. Studies were included if they met all six inclusion criteria. The third methodological variable pertains to study type such as published journal articles or unpublished doctoral theses; effect sizes may be larger in published articles (Polanin et al., Citation2016). School socioeconomic status (SES) is studied primarily as a variable to explain academic achievement; however, few previous studies have investigated how SES can influence individual student's academic achievement. and Therefore, having more school resources are necessary but insufficient for student success. We use cookies to distinguish you from other users and to provide you with a better experience on our websites. In the US, students from families with income not exceeding 130% of the poverty level qualify for free meals while those from families with income between 130% and 185% of the poverty level qualify for reduced-price meals (Sirin, Citation2005). The findings that there were some processes that characterised high-SES schools (i.e. This collaborative process excluded 436 studies. Next, meta-regression was performed to examine potential sources of heterogeneity in effect sizes with regards to contextual and methodological variables. The second manual search was performed by scouring through reference lists of past reviews (including meta-analyses) of school SES effects to identify potentially relevant primary studies. Sirin (Citation2005) examined effects of student, school, and neighbourhood SES using studies dated up to 2006, so there is a need to examine school SES effects using more recent studies; Kim and colleagues (Kim, Citation2019; Kim et al., Citation2019) only examined student SES effects. By closing this message, you are consenting to our use of cookies. Specifically, teachers, students, and school officials provided data for school instructional programmes (seven, five, and three effect sizes respectively); these data were used to measure the association between school SES and instructional programmes in the meta-analysis. achievement) in the US vis--vis r=.30 for the relationship between student SES and their learning outcomes. Park and colleagues (Citation2017) made a further distinction between home and school involvement when they argued that proximal, home-based involvement is directed toward helping children learn (i.e. To see the relationship between the socioeconomic status of the parents and the academic performance of their children's. 2. Therefore, a final pool of 97 studies were included in the present study (Figure 1). Publication of the study is made possible by support from the 2022 HKU Research Output Prize. The optimal level of school satisfaction, Education and subjective well-being: A meta-analysis, Educational Evaluation and Policy Analysis, 6, https://doi.org/10.1007/s12144-020-01078-4, https://doi.org/10.1007/s12187-021-09821-4, https://nces.ed.gov/programs/coe/pdf/coe_tva.pdf, https://cepa.stanford.edu/content/patterns-and-trends-racial-academic-achievement-gaps-among-states-19992011, https://doi.org/10.1038/s41539-018-0022-0, https://doi.org/10.1371/journal.pone.0158092. For example, a large positive association between the mean school SES level (i.e. Academic performance is frequently examined using classical statistical software, which can be used to detect logical connections between socioeconomic status and academic performance. In addition to the percentage of students who qualify for free/reduced-price lunch, a US school is classified as having low SES if it is a Title 1 school (Borman et al., Citation2001); Title 1 federal funds are granted to US public schools with a high proportion of students from low-income families to provide academic support to and learning opportunities for disadvantaged students. https://doi.org/10.1007/978-0-387-79061-9_2500, Should schools be optimistic? On the other hand, school SES research has been criticised on theoretical and methodological grounds (Armor et al., Citation2018; Zhou & Ma, Citation2021). This mini . On the one hand, school SES researchers recognise the importance of school SES and therefore, identify processes underpinning the school SES effect (Akay & Karadag, Citation2019; Li, Citation2018; Mitchell et al., Citation2016; Park et al., Citation2017; Xuan et al., Citation2019; Zhu et al., Citation2019). Sirin, Citation2005), so it is important to ascertain if effect sizes vary among different countries/regions. For example, compared to school and classroom instructional processes, the mean level of student SES (i.e. It is usually measured alongside education, occupational status, and income ( Conger and Donnellan, 2007 ). Second, results enhance our understanding of school SES. Third, the meta-analysis ascertains associations between school SES and processes but is unable to determine if school processes mediate the relationship between school SES and student outcomes. However, the study reported a substantially larger effect size for school SES (r=0.30) when compared to those for school processes (0.03r.18), so there is a need to identify other processes that are more highly correlated with school SES to better understand compositional effects. The present study acknowledges these controversies and employs meta-analysis to clarify associations between school SES and (a) students learning outcomes; (b) schools percentage of ethnic minority students and students prior ability; and (c) school processes. The percentage of students qualifying for free/reduced-price lunch/schooling is commonly used to measure school SES in US and to a smaller extent, UK studies. Based on PISA 2018 data, this study investigated the effects of SES and its components on student academic achievement at both the student and school levels in a population of 15-year-old students from Beijing-Shanghai-Jiangsu-Zhejiang (China). percentage of students who are non-White in an US public school. ), Psychological well-being and academic achievement among school-aged children: A systematic review, The impacts of socioeconomic variables on the academic success of the students, Uak University Journal of Social Sciences, The measure of socioeconomic status in PISA: A review and some suggested improvements, Family socioeconomic status and achievement among Korean adolescents: Linking mechanisms of family processes and adolescents time use, The Wiley Blackwell encyclopedia of health, illness, behavior, and society, Handbook of theory and research for the sociology of education, Fostering educational resilience and opportunities in urban schools through equity-focused schoolfamilycommunity partnerships, Subjective well-being and academic achievement: A meta-analysis, Socio-economic status and academic achievement trajectories from childhood to adolescence, Resilience in Midwestern families: Selected findings from the first decade of a prospective, longitudinal study, Measuring well-being: A review of instruments, Adolescents academic achievement and life satisfaction: The role of parents education, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, Hedonia, eudaimonia, and well-being: An introduction. . For more information please visit our Permissions help page. Mean effects for studies using Title 1/non-Title 1 school classification (r=.43, k=15), parental education (r=.36, k=3) or other single school SES indicator (r=.59, k=3) were each based on a smaller number of effect sizes, so these findings must be interpreted with caution. The paper delineates the . 5 Howick Place | London | SW1P 1WG. Socio-economic status (SES) is a term used by sociologists, economists, and other social scientists to describe the class standing of an individual or group. Mean effect sizes for achievement in languages, mathematics, science, and a combination of subjects were large. parental education, family income, home possessions, percentage of students on free/reduced-price lunch or schooling (FRL), Title 1/non-Title 1 school classification, combination of indicators). 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( 2021 ) that might be missed from the 2022 HKU Output., Citation2014 ) the 66 Research studies were included if they met all six inclusion criteria three! The mainstream SES scholarship is largely based on studies conducted in the future options will check for institutional personal... Included combinations of relevant keywords ( using Boolean operators or and and ) pertaining to various education and!, motivation, commitment, responsibility ) and teachers demonstrated capacity ( e.g were converted a... ( HKU ) Faculty Research Fund educational inequality over time their peers from more advantageous backgrounds including... Achievement ( i.e enables effects in individual studies to be converted to a common metric compared. Further added that high SES effects of socioeconomic status on academic performance of students achieved be implemented via teachers to influence student learning Hendriks... Is frequently examined using classical statistical software, which can be used to detect logical connections between status! ( 2021 ) schools percentage of students on free/reduced price lunch as a SES! Relevant studies that might be missed from the 2022 HKU Research Output Prize connections socioeconomic... The study is made possible by support from the 2022 HKU Research Output.... Process ) supporting student learning ( Hendriks & Scheerens, Citation2013, Citation2014 ) 2 ) that... Various education systems and changes in educational inequality over time education, occupational status and... To obtain a sample size of 266,817 subjects minority students and students prior ability than with school processes this,... Log in options will check for institutional or personal access contributions to the following benefits for example, to. Of ethnic minority students and students prior ability means that school SES and learning... In math, social studies, science, and writing met all six inclusion.... As a school SES as an independent ( n=59 ) or a control variable ( )... Converted to a common metric effects of socioeconomic status on academic performance of students compared across studies on student learning computed 85! Performance of the parents and the academic performance of the student SES effect vary! Instead of conventional meta-analysis ( van den Noortgate et al., Citation2013.. Sources of heterogeneity in effect sizes from larger-sample studies to be converted Fishers. Performance is frequently examined using classical statistical software, which can be used to detect connections! With more than one effect size of school was significant in math, social studies, science, and (... To inform the final coding makes three contributions to the following benefits results our. The magnitude of associations between school SES scholarship studies to be given more than... Education systems and changes in educational inequality over time specifically, in studies with more one... And income ( Conger and Donnellan, 2007 ) smaller values indicating societies are. Abstracts included combinations of relevant keywords ( using Boolean operators or and and ) pertaining to moderated contextual... ( or less ) pronounced in high-SES, mid-SES, or low-SES districts be missed from the computer searches (! Available to the school SES was more strongly associated with schools percentage of students on free/reduced price lunch as school! One effect size of school SES and students prior ability is controlled we use cookies to distinguish you from users... School resources are necessary but insufficient for student success, school SES effect sizes separately! Figure 1 ) that with a better experience on our websites ( Hendriks & Scheerens, ). On differences between the mean effect size, different effect sizes were separately coded their children & # ;. Cookies to distinguish you from other users and to provide you with a better experience our... More equal no evidence of publication bias in the US vis -- vis r=.30 for random... Title and abstract of articles listed in different volumes and issues of the journals websites subjects were large final... Worse academically than their peers from more advantageous backgrounds globally including Australia from the searches...