effects of socioeconomic status on academic performance of students

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). The mean effect for social sciences (r=.63) was based on only two effect sizes, so this finding must be interpreted with caution. The present study addresses these knowledge gaps and examines four research questions: What is the strength of relationships between school SES and student outcomes (achievement, attainment)? The factors effecting student achievement: Meta-analysis of empirical studies. Background The weight of social inequalities during education is a reality. The educational achievement gap is based on the study's standardized test scores 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. larger effect sizes for achievement (vis--vis attainment) outcomes). First, Sirins (Citation2005) meta-analysis showed that SES effects varied among students from different grade levels, with larger effect sizes for students from higher grade levels as compared to kindergarteners. These studies examined school SES as an independent (n=59) or a control variable (n=38). teacher trust, motivation, commitment, responsibility) and teachers demonstrated capacity (e.g. A policy tool randomising school admission can be utilised to adjust school socioeconomic status (SES), and it has the potential to compensate students disadvantaged by family socioeconomic status. The study will examine moderating effects of contextual variables (students grade levels, school types, countries socioeconomic inequality) on the association between school SES and students learning outcomes. A formal coding scheme was used to record details from the studies (Table 1); it was developed deductively from a broad review of the extant literature and revised to accommodate categories emerging from the coding of the studies when necessary: Study identification details: author(s), publication year, title of study, School SES indicators: home possessions, parental education, family income, %free/reduced-price lunch/schooling, Title 1/Non-Title 1 schools, other single indicator, mixture ( 2 indicators), no information, Types of student outcomes: achievement, attainment, mixture (achievement, attainment), Students subject areas: languages, mathematics, science, social sciences, mixture ( 2 subjects), Processes associated with school SES: school leadership, school climate, teacher capacity, instructional programmes, school educational resources, parental involvement (private goods), parental involvement (public goods), School SES effect size data: associations between school SES and (a) student outcomes; (b) schools percentage of ethnic minority students; (c) students prior ability; and (d) school processes, Student SES effect size data: association between student-level SES and outcomes, Student grade levels: early childhood, primary (G1-6), lower secondary (G7-9), upper secondary (G10-12), early childhood-primary (K-G6), early-childhood education-lower secondary (K-G9), early childhood-upper secondary (K-G12), primary-lower secondary (G1-9), primary-upper secondary (G1-12), lower secondary-upper secondary (G7-12), School types: public, mixture (private, public), Countries: US, non-US, mixture ( 2 countries/regions), Sources of school SES data: students, parents, school administrators, state education department, records on %free/reduced-price lunch/Title 1/Non-Title 1 classification, other source, mixed ( 2 sources), Number of school SES indicators used: 1-6, no information, Measurement level of student outcome data: school, student. These different findings indicate that school and student SES are different constructs and that school SES effects may be explained by non-student SES factors (e.g. 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. 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. This school segregation has sometimes been attributed to education policies such as the school voucher scheme that has supposedly being designed to foster school competition (Epple et al., Citation2017). The mainstream SES scholarship is largely based on studies conducted in the US (e.g. Efficacy versus equity: What happens when states tinker with college admissions in a race-blind era? 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. OBJECTIVES . They then discussed whether these studies were eligible to be included based on the inclusion and exclusion criteria; differences in opinions were consensually resolved. Each person focused on 45 years in the search process; one research team member set the date of publication of the studies to 20002003 in the computer search, another team member focused on 2004-2007, and so on. These contextual variables are examined for the following reasons. The last set of processes is related to parental involvement (i.e. We use cookies to distinguish you from other users and to provide you with a better experience on our websites. 5 Howick Place | London | SW1P 1WG. Future school SES studies can explore the use of other indicators besides the percentage of free/reduced lunch students to measure school SES. https://doi.org/10.1080/15700763.2014.890734, Socioeconomic status and academic achievement: A meta-analytic review of research, https://doi.org/10.3102/00346543075003417, The impact of achievement press on student success in elementary schools, https://doi.org/10.1108/09513541311316322, The contribution of cultural capital to students mathematics achievement in medium and high socioeconomic gradient economies, Socioeconomic status, involvement practices, and student science achievement: Insights from a typology of home and school involvement patterns, Second-order meta-analysis synthesizing the evidence on associations between school leadership and different school outcomes, Information technology, mathematics achievement, and educational equity in developed economies, https://doi.org/10.1080/03055698.2016.1277137, Explaining relationships among student outcomes and the school's physical environment, School integration and the achievement test scores of Black and White students in Savannah, Georgia, Influences on mathematics learning and attitudes among African American high school students, Australian Council for Educational Research, The effects of preliteracy knowledge, schooling, and summer vacation on literacy acquisition, https://doi.org/10.1080/00220671.2016.1190911, The walls speak: The interplay of quality facilities, school climate, and student achievement, https://doi.org/10.1108/09578230810849817, Three-level meta-analysis of dependent effect sizes, https://doi.org/10.3758/s13428-012-0261-6, Meta-analysis of multiple outcomes: A multilevel approach, https://doi.org/10.3758/s13428-013-0342-1, The effect of peer socioeconomic status on student achievement: A meta-analysis, https://doi.org/10.1016/j.edurev.2010.02.001, The role of students home language in science achievement: A multilevel approach, https://doi.org/10.1080/09500693.2014.936327, Effects of student composition in school on young adults educational pathways, A genetically sensitive investigation of the effects of the school environment and socio-economic status on academic achievement in seven-year-olds, https://doi.org/10.1080/0144341042000294895, Students motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan, https://doi.org/10.1080/09500693.2017.1310410, The increasing impact of socioeconomics and race on standardized academic test scores across elementary, middle, and high school, Contextual effects on student achievement: School leadership and professional community, School composition and contextual effects on student outcomes, https://doi.org/10.1177/016146811011200408, Relationship among school socioeconomic status, teacher-student relationship, and middle school students academic achievement in China: Using the multilevel mediation model, https://doi.org/10.1371/journal.pone.0213783, A partial simulation study of phantom effects in multilevel analysis of school effects: The case of school socioeconomic composition, Chinese immigrant students in Hong Kong: Exploring performance and influences on their civic learning. Relatedly, Sirins (Citation2005) meta-analysis reported a mean effect size of r=.73 for the relationship between school SES and students learning outcomes (e.g. This finding cautions researchers against committing the ecological fallacy when erroneous individual-level inferences are made from group aggregated data (Robinson, Citation1950). The two main purposes of the current meta-analysis were (a) to determine the relation between socioeconomic status (SES) of students and academic performance (AP) (b) and evaluate the effect of several potential moderating factors in this relation. students obtaining important learning benchmarks such as being nominated for advanced mathematics programmes, being admitted to college, graduating from college) (Kim et al., Citation2019). 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. In a related study, Holzberger and colleagues (Citation2020) meta-analysis found that, compared to schools climate and material and personnel resources, processes such as schools academic press, classroom climate, instructional practices, and provision of out-of-school student activities had larger effect sizes for secondary school students mathematics and science learning. parental involvement yielding private benefits) whereas school-based involvement benefits school improvement more generally (i.e. The majority of studies use the percentage of free/reduced-price lunch/schooling as a single indicator to measure school SES, examine school SES effects on student achievement (especially in languages and mathematics) as opposed to student attainment, involve primary and lower secondary students instead of other groups of students, and are contextualised in the US instead of other countries/regions. Purpose: This article examines the relationship between teacher unionization and the academic performance of students in districts of varying socioeconomic status (SES). Permission will be required if your reuse is not covered by the terms of the License. 38,905 studies were excluded in the process. school processes). Badatl-Kalkan, Seda Registered in England & Wales No. Therefore, high-SES school students do not necessarily enjoy better instructional programmes than their peers in low-SES schools. Register to receive personalised research and resources by email. Coding was performed at the effect size level. 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. 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. Results (Table 2) show that the mean effect size for the random effects model was r=.58. These students may be confronted with schooling experiences (e.g. Registered in England & Wales No. Effects pertaining to four school processes, namely school leadership (r=.12, k=34), school climate (r=.31, k=74), teacher capacity (r=.27, k=27), and private parental involvement (r=.24, k=5) were larger than those for schools instructional programmes (r=.20, k=15) or school educational resources (r=.02, k=35). The discussion so far suggests that students may have better learning outcomes in higher-SES schools because they benefit from access to quality human resources (competent, motivated school leadership and teachers) instead of more functional resources (instructional offerings, school educational resources). Academic risk among inner-city adolescents: The role of personal attributes, The structure of psychological well-being revisited, Journal of Personality and Social Psychology, The factors that affect students academic achievement in Turkey: A meta-analysis study, Hacettepe University Journal of Education, Socioeconomic status and academic achievement: A meta-analytic review of research, Reducing the socio-economic status achievement gap at university by promoting mastery-oriented assessment, Subjective wellbeing in New Zealand teachers: An examination of the role of psychological capital, Journal of Psychologists and Counselors in Schools, Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment, Longitudinal academic outcomes predicted by early adolescents subjective well-being, psychopathology, and mental health status yielded from a dual factor model, Socioeconomic status and school type as predictors of academic achievement, Assessing resilience across cultures using mixed methods: Construction of the Child and Youth Resilience Measure, Encyclopedia of quality of life and well-being research, Gender differences in scholastic achievement: A meta-analysis, Socioeconomic status and well-being during COVID-19: A resource-based examination, Can students be too happy in school? Studies were excluded if they (a) examined student, family, classroom, or community SES; (b) examined only high- or low-SES schools (and not providing a comparison of the two); (c) examined student outcomes other than achievement or attainment; (d) sampled college/university students; (e) sampled special groups of students/schools (e.g. 2022. 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. The Fishers zs were weighted by the inverse of their variance in the analysis. Cited by lists all citing articles based on Crossref citations.Articles with the Crossref icon will open in a new tab. Two sets of indices measuring the distribution of family income were included as moderators, namely GINI (https://www.cia.gov/the-world-factbook/field/gini-index-coefficient-distribution-of-family-income/country-comparison) and education GINI indices (Ziesemer, Citation2016). Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine. 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. Results show that the mean effect size of school SES on student learning outcomes was substantial at r=.58. For example, Marks' (Citation2015) longitudinal study involving achievement of Year 3, 5, and 7 students in Australia found that school SES effects were smaller when student- and school-level prior ability levels were controlled in the analysis. (2) The effects of different SES components on academic achievement varied, and the most predictive variables were the fathers occupational status, the fathers level of education, and the mothers occupational status. The effect of socioeconomic status on student achievement was examined in this meta-analysis study. 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). 2 In fact, a body of research supports the notion that problematic attention is the hallmark of lower-income students and that this 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). No potential conflict of interest was reported by the author(s). Published by Cambridge University Press. Some researchers argue that school resources have negligible or even negative effects on student learning outcomes (Hkkinen et al., Citation2003). 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