An empirical test of five prominent explanations for the black–white academic performance gap

2009 ◽  
Vol 12 (4) ◽  
pp. 415-441 ◽  
Author(s):  
Gary L. St. C. Oates
Keyword(s):  
Academic Performance ◽  
Empirical Test ◽  
Performance Gap

School Performance of Children of Cross-Border Marriages: Effects of Within-Family Social Capital and Community Contextual Factors

2020 ◽  
Vol 25 (4) ◽  
pp. 661-681
Author(s):  
Chun-Hao Li
Keyword(s):  
Social Capital ◽  
Academic Performance ◽  
School Performance ◽  
Positive Association ◽  
Community Context ◽  
Performance Gap ◽  
Cross Border ◽  
Family Social Capital ◽  
Central Taiwan ◽  
Asian Mothers

Similar to some other countries in East Asia, Taiwan has been experiencing a dramatic increase in children born to cross-border mothers. This phenomenon has drawn national attention to the school performance gap between children of Taiwanese and immigrant mothers. The present study focuses on the factors associated with these academic performance differences, in particular differential access to social capital or resources, and the community context. Drawing on data from a stratified sample of 940 elementary students in a county in central Taiwan, the researcher first illustrates the educational disadvantage of children born to Southeast Asian mothers. Second, the shortage of within-family social capital is shown to contribute to the performance gap between schoolchildren within different maternal ethnic backgrounds. Third, students’ preschool experience, educational attitudes, and behaviors all have positive association with their academic performance. In addition, the effects of within-family social capital and of maternal ethnic background can be moderated by community characteristics that show a broad picture of human capital, and socioeconomic status and heterogeneity of residents within school districts.

An Empirical Study on the Regional Gap of Korean High School Students` Academic Performances

2007 ◽  
Vol 22 (1) ◽  
pp. 97-111
Author(s):  
Oh Jeung Il
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Public Education ◽  
School Students ◽  
Performance Gap ◽  
Teachers Union ◽  
Metropolitan Cities ◽  
Regional Gap

This study empirically analyzed the variables that influence Korean high school students' academic performance. The teachers' union effect was found to be negative, which means that the improvement of teachers' status may not be connected to the heightening of the quality of public education. Also, a great academic performance gap was uncovered between students who reside in metropolitan cities and those who live in the countryside. Finally, the effect of the High-School Equalixzation Policy was found to be positive.

Choosing between two semi-finalists: On academic performance gap, sex category, and decision question

2015 ◽  
Vol 54 ◽  
pp. 195-208 ◽  
Author(s):  
Martha Foschi ◽  
Jerilee Valenzuela
Keyword(s):  
Academic Performance ◽  
Performance Gap

scholarly journals Neuro cognitive tracking and corrective action: a way forward in academic performance

2013 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Norlaila Abdullah ◽  
Suria Fadhillah Md Pauzi ◽  
Faizah Azam Ahmad
Keyword(s):  
Academic Performance ◽  
Cognitive Skills ◽  
High Performance ◽  
Teaching And Learning ◽  
Quality Standard ◽  
Corrective Action ◽  
Academic Quality ◽  
Performance Gap ◽  
Innovative Teaching ◽  
Grade Point

The problem of a high performance gap among accounting students in the Faculty of Accountancy of the Universiti Teknologi MARA Pahang does exist. The findings indicated that 64% of diploma and 75% bachelor students have a Cumulative Grade Point Average (CGPA) of below 3.00 (the equivalent grade of B); a gap does exist if measured against the university academic quality standard. Few critical factors were identified, such as poor cognitive skills, lecturers’ level of preparations and suitable teaching methods to influence students’ academic performance. A creative and innovative teaching and learning method, Neuro Cognitive Tracking and Corrective Action (NCTCA) computerized system, has been introduced, implemented and tested. The results indicated that the number of students having GPA of below 3.00 was reduced to 34% and 35% for diploma and bachelor students respectively due to improved cognitive skills. Improvements in cognitive skills for diploma students were knowledge (68%), comprehension (71%), and application (68%) or an average performance gap of 31%, while the bachelor students’ cognitive levels were comprehension (74%), application (70%) and analysis (69%), with an average of 29% as compared to the earlier non-NCTCA phase. This study concludes that when student cognitive skill acquisitions are high, this could result in better GPAs and ultimately decreases the performance gap.

scholarly journals Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data

2021 ◽  
Vol 9 (2) ◽  
pp. 1243-1261
Author(s):  
Ran Sun ◽  
Ping Du
Keyword(s):  
Academic Performance ◽  
Teacher Training ◽  
Urban Areas ◽  
Endowment Effect ◽  
Baseline Data ◽  
Rural Students ◽  
Practical Significance ◽  
Performance Gap ◽  
Urban Rural ◽  
The Impact

Based on the baseline data of the China Education Panel Survey, this paper explored the relationship between teacher training and academic performance in urban and rural samples respectively and the impact of teacher training on the urban-rural gap of students' academic performance. The results showed that: firstly, there was a significant urban-rural gap in academic performance, and the gap in high quantiles and language subjects were even larger. Secondly, the results of unconditional quantile regression showed that teacher training could improve the performance of urban students with different academic levels and rural students with intermediate or above academic levels, but it cannot improve the performance of rural students with lower academic levels. In addition, the overall effect of teacher training in urban areas is significantly higher than that in rural areas. Thirdly, different quantiles of Oaxaca-Blinder decomposition found that the endowment effect and the coefficient effect of teacher training were the important causes of the urban-rural performance gap, but the relative sizes of the two were different according to the different grades and different quantiles of performance distribution. Therefore, to increase the training opportunities and improve the training quality of rural teachers as well as enhance the resource conversion rate of rural students are of great practical significance for narrowing the urban-rural performance gap.

Academic Performance Gap Between Summer-Birthday and Fall-Birthday Children in Grades K-8

2006 ◽  
Vol 99 (4) ◽  
pp. 212-217 ◽  
Author(s):  
T. C. Oshima ◽  
Christopher S. Domaleski
Keyword(s):  
Academic Performance ◽  
Performance Gap

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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