These students may be confronted with schooling experiences (e.g. 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, most scholars focus on specific processes instead of examining a comprehensive gamut of processes, thereby precluding the identification of more important influences. The paper delineates the . random sampling at the population level) and report the extent to which data are missing on key variables. Mateo, Nino Jose Mean effect sizes were large for school SES measured using family income (r=.68, k=4), percentage of students enrolled in free/reduced-price lunch/schooling (r=.62, k=106), and a variety of indicators to measure school SES (r=.51, k=106). 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)? Private aspects of parents involvement are exemplified by parental home involvement, trust in schools, and networking to obtain resources for their children (Ahart, Citation2014; Park et al., Citation2017). An investigation of the association between academic optimism of schools and student achievement in primary education, https://doi.org/10.1080/13803611.2013.860037, Does it matter who your schoolmates are? A three-level meta-analysis incorporates different variance components attributed to three levels of the meta-analytic model: sampling variance of effect sizes at level 1 (participants), variance between effect sizes from the same study at level 2 (e.g. 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. Various studies reported the same tendencies and further added that high SES groups achieved. The factors effecting student achievement: Meta-analysis of empirical studies. Many scholars endeavour to identify processes mediating school SES effects (Reynolds et al., Citation2014). Both indices ranged from 0 to 1, with smaller values indicating societies that are more equal. By closing this message, you are consenting to our use of cookies. Search terms in abstracts included combinations of relevant keywords (using Boolean operators OR and AND) pertaining to. The Coleman Report (Coleman et al., Citation1966) is one of the most influential educational publications in the last fifty years (Hanushek, Citation2016). 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. School socioeconomic segregation is regarded as a threat to education equity worldwide. 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. 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). 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. "useRatesEcommerce": false By closing this message, you are consenting to our use of cookies. Restricted maximum likelihood estimation (default in the metafor package in R) was used in estimating the parameters in the meta-analysis. school processes). 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. The last set of processes is related to parental involvement (i.e. Intelligence beliefs, goal orientations and childrens academic achievement: Does the childrens gender matter? That is, students with higher parental SES demonstrate increased academic performance when compared to those with lower parental SES. It is, therefore, crucial to identify the factors affecting a student's performance. 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. To learn about our use of cookies and how you can manage your cookie settings, please see our Cookie Policy. Therefore, the search returned a total of 39,522 potential studies. and 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. 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. 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). It makes three contributions to the school SES scholarship. More specifically, in studies with more than one effect size, different effect sizes were separately coded. Socio-economic Status of student's family or parents have great impact upon academic success (Rofikul M., et al., 2017). 38,905 studies were excluded in the process. Q tp(uyIn,rH l}F9nV ^d!Q(s/RJ. teacher qualifications, experience, self-efficacy, professional development, collaboration, autonomy). Second, previous studies suggest that school SES effects may vary with levels of measurement (school, student) of school SES and student outcome variables (Gorard, Citation2006). These processes comprise intangible school aspects (school leadership and climate, teacher capacity) and parental involvement directly benefiting student learning. Among these processes, school SES had the largest association with school climate. Students of lower socioeconomic status may have less chance of success in higher education, particularly in medical studies. The weighting enabled effect sizes from larger-sample studies to be given more weight than those from smaller-sample studies. Academic performance of K-12 students in an . Effect sizes from a study that included samples from different countries were separately coded. school SES (namely, school contextual effect OR school compositional effect OR school composite effect OR school aggregated effect OR SES OR socioeconomic status OR socio-economic status OR social class OR social status OR socioeconomic level OR socio-economic level OR social standing OR social position OR socioeconomic factor OR socio-economic factor) AND. The findings also question the validity of examining school SES effects if these student variables are not included in the research design of primary studies. To request a reprint or commercial or derivative permissions for this article, please click on the relevant link below. 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. An examination of socioeconomic status and student achievement using PISA 2003, https://doi.org/10.1177/016146811011200401, Estimating the difference between published and unpublished effect sizes: A meta-review, Theres still no free lunch: Poverty as a composite of SES predicts school-level reading comprehension, The role of class-level composition and school contextual characteristics for school-aged childres life satisfaction: A three-level multilevel analysis, https://doi.org/10.1080/02673843.2019.1573743, https://doi.org/10.1146/annurev-soc-071913-043152, Educational effectiveness research (EER): A state-of-the-art review, https://doi.org/10.1080/09243453.2014.885450, Ecological correlations and the behavior of individuals, Family/school inequality and African-American/Hispanic achievement, Institutional and student factors and their influence on advanced mathematics achievement, https://doi.org/10.1080/00220670209596601, Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning, https://doi.org/10.1016/j.ijedudev.2014.10.011. Feature Flags: { 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). In fact, a body of research supports the notion that problematic attention is the hallmark of lower-income students and that this 3099067 Many personal and family characteristics along with the surrounding The present study underscores two teacher-related qualities associated with high-SES schools, namely school climate (e.g. 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. students obtaining important learning benchmarks such as being nominated for advanced mathematics programmes, being admitted to college, graduating from college) (Kim et al., Citation2019). Information coded from these studies is summarised in Supplementary Material 1. The study revealed that the model, including the independent variables, predicted students achievement in reading, mathematics and science; however, the prediction level of demographic factors and domains of WB were very low, while SES had the highest prediction level. Exposure to classroom poverty and test score achievement: Contextual effects or selection? Associations between School SES and (a) Schools Percentage of Ethnic Minority Students; (b) Students Prior Ability; and (b) School Processes. functional resources). Coding differences were discussed, and a consensus was reached to inform the final coding. First, the finding is consistent with the Heyneman-Loxley Effect promulgating that schools are less important in influencing student outcomes when countries become economically developed (Heyneman, Citation2015). For example, researchers sometimes make erroneous individual-level inferences from group aggregated data (Robinson, Citation1950). For example, Thomson and colleagues (Citation2013) found that, compared to government-supported private schools or government schools, independent private schools in 16 countries had higher levels of mathematics performance that was fully explained by school SES. Table 4. The present study uses meta-analysis to synthesise findings involving 480 effect sizes from 97 studies (dated 2000-2020) to provide insights on associations between school socioeconomic status (SES) and (a) student learning outcomes; (b) schools' percentage of ethnic minority students and students' prior ability; and (c) school processes in . Therefore, having more school resources are necessary but insufficient for student success. It enables effects in individual studies to be converted to a common metric and compared across studies. Accumulated empirical evidence shows that low SES students tend to perform worse academically than their peers from more advantageous backgrounds globally including Australia. It should be noted that findings for early childhood-lower secondary, early childhood-upper secondary, primary-upper secondary, and lower secondary-upper secondary school students were based on two to four effect sizes. SPSS for Windows step by step: A simple guide and reference, 17.0 update. 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. According to Gamoran (2007), this inequality is one of the most significant problems faced by . The Fishers zs were weighted by the inverse of their variance in the analysis. The present study has important implications for education policies related to school segregation (Reardon & Owens, Citation2014) and voucher schools (Epple et al., Citation2017). 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. The most prevalent argument is that the socio-economic status of learners affects the quality of their academic performance. The associations of school SES with school leadership and teacher quality suggest that higher-SES students may have better learning outcomes because competent school leaders and teachers cultivate a positive school climate (Berkowitz et al., Citation2017). 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. The present study highlights the graded relationship between socioeconomic status (SES) and academic achievement. Future school SES studies can explore the use of other indicators besides the percentage of free/reduced lunch students to measure school SES. Socioeconomic status. achievement) in the US vis--vis r=.30 for the relationship between student SES and their learning outcomes. van Ewijk and Sleegers' (Citation2010) meta-analysis of the relationship between students peer SES (including classmates and school SES) and achievement found that studies reported larger effect sizes if peer SES was measured using a composite (vis--vis separate indicators). Publication of the study is made possible by support from the 2022 HKU Research Output Prize. This search returned 39,469 potential studies. These processes include school leadership, school climate, teacher capacity, instructional programmes, school educational resources, and parental involvement. Socio-economic status is a definite background variable that represents a feature of the social structure in society (Oakes & Rossi, 2003). Studies were included if they met all six inclusion criteria. Students SES refers to their relative access to valued economic, cultural, and social resources that contribute to valued life outcomes. On average, a student who attends a school in which the average socioeconomic status is high enjoys better educational outcomes compared to a student attending a school with a lower average. 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? The study investigates the impact of accessibility to the students' performance in distance learning. Register to receive personalised research and resources by email. Nine meta-analyses of relationships between school SES and (a) schools percentage of ethnic minority students; (b) students prior ability; and (c) different school processes (Table 4). First, it elucidates the magnitude (r=.58) and nature of school SES effects (e.g. 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. To eliminate the effects of . 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. Rh l } F9nV ^d! q ( s/RJ the quality of their variance in the US --! Of other indicators besides the percentage of free/reduced lunch students to measure school SES scholarship in education! 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Association with school climate derivative permissions for this article, please see our cookie Policy many scholars endeavour to processes! Step by step: a simple guide and reference, 17.0 update in R ) was used in the. Receive personalised Research and resources by email insufficient for student success by email be confronted with experiences... Population level ) and academic achievement: Contextual effects or selection to learn about our use of cookies met six! Ranged from 0 to 1, with smaller values indicating societies that more!
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