Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

2016 ◽  
Vol 18 (1) ◽  
pp. 16-40 ◽  
Author(s):  
Angela Blums ◽  
Jay Belsky ◽  
Kevin Grimm ◽  
Zhe Chen
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Ability ◽  
Science Achievement ◽  
Math And Science

scholarly journals Who provides inconsistent reports of their health status? The importance of age, cognitive ability and socioeconomic status

2017 ◽  
Vol 191 ◽  
pp. 9-18 ◽  
Author(s):  
Nicole Black ◽  
David W. Johnston ◽  
Michael A. Shields ◽  
Agne Suziedelyte
Keyword(s):  
Socioeconomic Status ◽  
Health Status ◽  
Cognitive Ability

SOCIOECONOMIC STATUS DOES NOT MODERATE THE FAMILIALITY OF COGNITIVE ABILITIES IN THE HAWAII FAMILY STUDY OF COGNITION

2004 ◽  
Vol 37 (6) ◽  
pp. 773-781 ◽  
Author(s):  
CRAIG T. NAGOSHI ◽  
RONALD C. JOHNSON
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Parental Education ◽  
Family Study ◽  
Moderating Effects ◽  
Offspring Performance ◽  
Familial Transmission ◽  
Japanese Ancestry ◽  
Parental Socioeconomic Status

Data from 949 families of Caucasian and 400 families of Japanese ancestry who took part in the Hawaii Family Study of Cognition were used to ascertain the associations of parental cognitive ability, parental education and paternal occupation with offspring cognitive ability. In particular, analyses were focused on testing the possible moderating effects of parental socioeconomic status on the familial transmission of cognitive abilities. Parental cognitive ability was substantially associated and parental education and paternal occupation only trivially associated with offspring performance. In contrast to the findings of Turkheimer et al. (2003), there was no evidence in these data that familiality for cognitive abilities was lower in the lower as opposed to upper levels of socioeconomic status. These results were consistent across measures, ethnicity and sex of offspring.

Negative school factors and their influence on math and science achievement in TIMSS 2003

2010 ◽  
Vol 37 (3) ◽  
pp. 265-276 ◽  
Author(s):  
Tina Vršnik Perše ◽  
Ana Kozina ◽  
Tina Rutar Leban
Keyword(s):  
Science Achievement ◽  
School Factors ◽  
Math And Science ◽  
Timss 2003

scholarly journals Similarity of TIMSS Math and Science Achievement of Nations

2001 ◽  
Vol 9 ◽  
pp. 33 ◽  
Author(s):  
Algirdas Zabulionis
Keyword(s):  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Massive Data ◽  
Science Study ◽  
Data Set ◽  
Test Items ◽  
Massive Data Set ◽  
Math And Science ◽  
Mathematics And Science

In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

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