Effects of socioeconomic status and its components on academic achievement: evidence from Beijing-Shanghai-Jiangsu-Zhejiang (China)

Author(s):  
Decheng Zhao ◽  
Simiao Liu ◽  
Qianfeng Li
Author(s):  
David R. Skvarc ◽  
Anne Penny ◽  
Travis Harries ◽  
Christopher Wilson ◽  
Nicki Joshua ◽  
...  

2016 ◽  
Vol 9 (4) ◽  
pp. 257
Author(s):  
Luis F. Cedeño ◽  
Rosario Martínez-Arias ◽  
José A. Bueno

<p class="apa">Studies suggest that socioeconomic status is a strong predictor of academic achievement. This theoretical paper proposes that despite the fact that low-socioeconomic status represents a risk factor that seems to undermine attentional skills and thus academic achievement, emerging evidence suggests the potential of new approaches, interventions and cognitive training programs to reverse the negative effects of poverty. The evidence presented in this paper may be of particular interest for teachers because it provides a larger scope to better understand the implications of socioeconomic status on learning and school achievement. This paper intends to make teachers aware that today more than ever they count on important knowledge and valuable resources like cognitive training intervention programs to help students. These intervention programs correct dysfunctional attention bringing hope to socially disadvantaged students who struggle in school.</p>


1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.


1981 ◽  
Vol 46 (3) ◽  
pp. 301-307 ◽  
Author(s):  
Pauline J. Brandes ◽  
Diane Ehinger Karsh

Two groups of children were compared to determine the effects of early middle ear pathology on the development of auditory perceptual skills and academic achievement. The conductive loss (CL) group consisted of 15 children, aged seven to nine years, with histories of middle ear pathology. The normal control (NC) group was matched for age, sex, and socioeconomic status and had negative histories of middle ear pathology. Both groups were from a suburban community of primarily middle socioeconomic status. A test battery consisting of 12 auditory perceptual tests as well as measures of academic achievement, non-verbal intelligence and visual perception was administered. Results showed that the overall performance of the CL group on the test battery was significantly lower than that of the NC group. Performance of the CL group was also significantly lower in specific auditory perceptual areas. No significant differences were found on tests of non-verbal intelligence or visual perception. Although scores were not significantly different on academic achievement tests, school records indicated that the CL loss group had received more special support services than the controls. This investigation suggests that early middle ear pathology may produce secondary effects that can persist well beyond the episodes of temporary conductive hearing loss.


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