Patterns and trends in achievement gaps in Malaysian Secondary Schools (1999–2011): gender, ethnicity, and socioeconomic status

2015 ◽  
Vol 15 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Guan Kung Saw
Keyword(s):  
Socioeconomic Status ◽  
Secondary Schools ◽  
Achievement Gaps

scholarly journals School and Community Socioeconomic Status and Access to Athletic Trainer Services in Wisconsin Secondary Schools

2019 ◽  
Vol 54 (2) ◽  
pp. 177-181 ◽  
Author(s):  
Eric Post ◽  
Andrew P. Winterstein ◽  
Scott J. Hetzel ◽  
Blaire Lutes ◽  
Timothy A. McGuine
Keyword(s):  
Socioeconomic Status ◽  
Secondary Schools ◽  
Student Athletes ◽  
Athletic Directors ◽  
Cross Sectional Study ◽  
Socioeconomic Disparities ◽  
Athletic Trainer ◽  
Cross Sectional ◽  
High School Athletic ◽  
High Level

Context Secondary schools have made significant progress in providing athletic trainer (AT) coverage to their student-athletes, but the levels of access at schools with ATs may vary widely. Socioeconomic disparities in medical coverage and access have been noted in other health care fields, but such disparities in the level of access to AT services have not been thoroughly examined. Objective To determine if (1) access to AT services or (2) the level of access (AT hours per week and athletes per AT hour) differed based on the socioeconomic characteristics of secondary schools. Design Cross-sectional study. Setting Mailed and e-mailed surveys. Patients or Other Participants High school athletic directors and ATs from 402 Wisconsin high schools. Main Outcome Measure(s) Respondents provided information as to whether their school used the services of an AT and the number of hours per week that their school had an AT on-site. The number of athletes per AT hour was calculated by dividing the total number of athletes at the school by the number of hours of AT coverage per week. The socioeconomic status of each school was determined using the percentage of students with free or reduced-cost lunch and the county median household income (MHI). Results Schools without an AT on-site were in lower MHI counties (P < .001) and had more students eligible for a free or reduced-cost lunch (P < .001). Lower levels of AT access (fewer hours of AT access per week and more athletes per AT hour) were observed at schools in the lowest third of the county MHI and with the highest third of students eligible for a free or reduced-cost lunch (P < .001). Conclusions Socioeconomic disparities were present in access to AT services. New models are needed to focus on providing a high level of AT access for all student-athletes, regardless of socioeconomic status.

The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools

1997 ◽  
Vol 11 (4) ◽  
pp. 479-498 ◽  
Author(s):  
David H. Monk ◽  
Jennifer King Rice
Keyword(s):  
Socioeconomic Status ◽  
Secondary Schools ◽  
Science Teachers ◽  
National Sample ◽  
Subject Area ◽  
School Level ◽  
Individual Student ◽  
School Work ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Using data from the Longitudinal Study of American Youth, this study examines the allocation of mathematics and science teachers' subject area preparation levels across as well as within a national sample of American secondary schools. At the school level, the study assesses relationships between average teacher preparation levels and socioeconomic status of the clientele, size of the school, and measures of internal collegiality. The study also examines within-school allocations and estimates the degree to which individual student shares of teacher resources are related to pupil attributes, such as previous test scores, school work ethic, socioeconomic status, and level of previous course work in the subject area. Results suggest that teachers with differing levels of content preparation are systematically allocated across as well as within secondary schools, particularly in the mathematics area of the curriculum. Implications for policy are discussed.

scholarly journals Access to Athletic Trainer Services in California Secondary Schools

2019 ◽  
Vol 54 (12) ◽  
pp. 1229-1236
Author(s):  
Eric G. Post ◽  
Karen G. Roos ◽  
Stephen Rivas ◽  
Tricia M. Kasamatsu ◽  
Jason Bennett
Keyword(s):  
Socioeconomic Status ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Athletes ◽  
Online Survey ◽  
School Level ◽  
School Type ◽  
Cross Sectional ◽  
Board Of Certification

Context California is currently the only state that does not regulate who can and cannot call themselves athletic trainers (ATs). Therefore, previous national or state-specific investigations may not have provided an accurate representation of AT availability at the secondary school level in California. Similarly, it is unknown whether the factors that influence AT availability in California, such as socioeconomic status, are similar to or different from those identified in previous studies. Objective To describe the availability of ATs certified by the Board of Certification in California secondary schools and to examine potential factors influencing access to AT services in California secondary schools. Design Cross-sectional study. Setting Online survey. Patients or Other Participants Representatives of 1270 California high schools. Main Outcome Measure(s) Officials from member schools completed the 2017–2018 California Interscholastic Federation Participation Census. Respondents provided information regarding school type, student and student-athlete enrollment, whether the school had ATs on staff, and whether the ATs were certified by the Board of Certification. The socioeconomic status of public and charter schools was determined using the percentage of students eligible for free or reduced-price lunch. Results More than half (54.6%) of schools reported that they either did not employ ATs (47.6%) or employed unqualified health personnel (UHP) in the role of AT (7.0%). Nearly 30% of student-athletes in California participated in athletics at a school that did not employ ATs (n = 191 626, 28.9%) and 8% of student-athletes participated at a school that employed UHP in the role of AT (n = 54 361, 8.2%). Schools that reported employing ATs had a lower proportion of students eligible for free or reduced-price lunch than schools that did not employ ATs and schools that employed UHP (both P values < .001). Conclusions With ongoing legislative efforts to obtain regulation of ATs in California, secondary school administrators are encouraged to hire ATs with the proper certification to enhance the patient care provided to student-athletes and improve health outcomes.

scholarly journals Secondary School Socioeconomic Status and Athletic Training Practice Characteristics

2021 ◽  
Author(s):  
Hannah J. Robison ◽  
Janet E. Simon ◽  
Erik J. Nelson ◽  
Sarah N. Morris ◽  
Erin B. Wasserman ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Secondary School ◽  
Secondary Schools ◽  
Athletic Training ◽  
Student Athletes ◽  
Secondary School Student ◽  
School Communities ◽  
Practice Characteristics ◽  
Training Practice ◽  
School Ses

Context: Socioeconomic status (SES) is a significant predictor of morbidity and mortality across health outcomes. Limited information exists on how school SES impacts athletic training practice when a certified athletic trainer (AT) is present at secondary schools. Objective: To describe contact frequencies and service rates provided by ATs for injuries among secondary school student athletes and how these differ by school SES. Design: Cross-sectional study Setting: Athletic training room (ATR) visit days and AT services were collected from 77 secondary schools. Schools were separated into three school SES groups: affluent (n=31), average (n=29), and disadvantaged (n=17). Patients or Other Participants: Secondary school student-athletes participating in 12 boys' and 11 girls' sports who visited the ATR during the 2014–2015 through 2018–2019 academic years and received athletic or non-athletic injury care. Main Outcome Measures: Contact frequencies expressed as ATR visit days per injury, AT services per injury, and AT services per ATR visit day. Rates for service type utilized were expressed as the total count over reported athlete-exposures. Results: ATs documented 1,191 services. Affluent and average SES school communities provided greater contact frequencies for injury related care compared to disadvantaged school communities, particularly by AT services/injury (7.10±13.08 versus average: 9.30±11.60 and affluent: 9.40±12.20; p=0.020). Affluent school communities provided greater rates of services in five of the eleven service groups reported. No significant differences were observed among school SES groups in therapeutic exercises. Conclusions: Our findings reflect that AT practice characteristics may differ by school SES, but these differences do not appear to result in less medical care. Given the complexity and widespread effects of SES, future investigations should utilize a complex method to determine SES as well as aim to identify how SES may impact secondary school student athletes outside of AT practice characteristics.

scholarly journals Intelligence Can Be Used to Make a More Equitable Society but Only When Properly Defined and Applied

2021 ◽  
Author(s):  
LaTasha R Holden ◽  
Sara Ann Hart
Keyword(s):  
Socioeconomic Status ◽  
Environmental Factors ◽  
Scientific Literature ◽  
School Achievement ◽  
Scientific Work ◽  
Achievement Gaps ◽  
The Poor ◽  
Social Inequities ◽  
The Us ◽  
The World

In the US, undeniable evidence shows that socioeconomic inequities explain a high proportion of individual differences in school achievement. Although not all countries show this same effect due to socioeconomic status, it is consistently found that social inequities lead to achievement gaps. These achievement gaps then manifest into trajectories that set some individuals on a path of lower incomes, poorer health and higher mortality, lower wellbeing, and other poor adult outcomes. Like Flynn (1999) so handily reminded the scientific literature that achievement gaps are explainable by environmental factors, the inequities we see around the world are based on environments some children are exposed to. In the same work, Flynn stated his belief that the suppression of scientific work on intelligence would continue to lead to social inequities. We wish to take this idea and move it forward. We believe that the scientific construct of intelligence plays a key role in helping create a more equitable society through science. We also believe that the poor perception of intelligence, rooted in historical realities, means that it will continue to be misunderstood, feared, and misused, limiting how effective it could be in helping to close gaps in achievement and in creating a more equitable society.

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