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Socioeconomics and Education
White Papers
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Achievement at School and Socioeconomic Background and Educational Perspectives
This study examines the impact schools have on students' achievement outcomes from low socioeconomic backgrounds. Educational achievement and its relationship with socioeconomic background is one of the ongoing concerns in educational research. The Coleman Report (1966) concluded that schools themselves did little to affect a student’s academic outcomes over and above what the students themselves brought to school and that the inequalities imposed on children by their home, neighborhood, and peer environment are causes for the inequalities which confronts school and adult life.
The Impact of Low Socioeconomic Background on a Child’s Educational Achievements
A child’s educational achievements are based on multiple factors, including their family, their family’s behavior, socioeconomic status, their behavior toward their parents, etc. The study's main objective is to establish the relationship between the socioeconomic background of children and their educational achievements and how it impacts their education.
Why Does School Socio-economic Compositions Matter to Adolescents’ Academic Performance?
Literature has documented the importance of school socioeconomic status (SES) composition to children's academic performance, but the channels through which school SES affects individual achievement remain questionable. This study contributes to the literature on the role of school SES composition for students’ academic achievement by examining the extent to which individual student SES and academic aspirations, classroom climate and school resources account for school SES differences.
Achieving equity in education is vital to closing the educational achievement gap by race/ethnic groups in the United States (Darling-Hammond, 1998) Bradbury et al. (2015) argued that disparities in opportunity and outcomes among race and social class begin early and often persist throughout students' K-12 years and beyond This study investigates the effects of socioeconomic status on racial achievement gaps and is based on the students’ standardized test scores and grade point averages.
This study by the National Academy of Education shows how quality teaching can positively impact students' academic achievement from low socioeconomic backgrounds. Good teaching matters. There is persuasive evidence that students benefit from high-quality instruction and that these benefits are cumulative for students who have had good teachers for several years. Teacher effectiveness matters so much that low-income students lucky enough to have three exceptionally good teachers in a row in elementary school earn test scores that, on average, are similar to middle-class children. Conversely, almost all children, regardless of their socio-economic status, will be harmed academically by poor teaching three years running. The quality of teaching is not simply determined by an individual’s knowledge or ability, but also by the contexts in which teachers work. Improving teacher quality thus entails policies concerning recruitment, early preparation, retention (including attention to working conditions), and professional development.
Publications
Socioeconomic Inequality and Educational Outcomes - by Markus Broer
Education for Socioeconomic Development – by Yaseen Yousafzai
Migration, Education, and Socio-economic Mobility - by Nitya Roo
Culture, Poverty, and Education: What’s Happening in Today’s Schools – by Michael Wages
Economics of Education - by Michael Lovenhein
Class and Schools - by Richard Rothstein
The Knowledge Gap – by N. Wexler
Cutting Class: Socioeconomics Status in Education – by Joel Kincheloe
Socioeconomics, Diversity, and Politics of Online Education – by Kristina Setzkorn
Social Class and Educational Inequality – by Iran Siraj
Website Resources
Center for Urban and Regional Studies
Council for Opportunity in Education
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