Determinants of School Performance in Guatemala: Family Background Characteristics and Early Abilities

1993 ◽  
Vol 16 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Kathleen S. Gorman ◽  
Ernesto Pollitt
Keyword(s):  
Socioeconomic Status ◽  
School Performance ◽  
Maternal Education ◽  
Family Background ◽  
Background Characteristics ◽  
School Enrolment ◽  
Family Socioeconomic Status ◽  
Class Differences ◽  
Cumulative Deficit ◽  
And Performance

The purpose of this study was to explore how two sets of antecedent variables contribute to variation in school enrolment and performance in four villages in rural Guatemala. Measures of preschool cognition and indicators of family socioeconomic status (maternal education level and house quality) predicted school enrolment for boys and girls. Similarly, for those who went to school, socioeconomic status and preschool abilities were associated with age-atentry, the number of grades passed and failed, and the maximum grade attained. Multivariate regression analyses indicate that preschool abilities, after controlling for indicators of family background, explain significant portions of variance in age of entry and other measures of school performance. The results are interpreted in the light of the cumulative deficit hypothesis which postulates that early environmental disadvantages increase over time. These data indicate that the school experience contributes to maintaining, rather than reducing, social class differences.

scholarly journals Persistent influence of family socioeconomic status on education in Britain over 95 years

2020 ◽  
Author(s):  
Sophie von Stumm ◽  
Sophie Nicole Cave ◽  
Paul Wakeling
Keyword(s):  
Socioeconomic Status ◽  
School Performance ◽  
Family Background ◽  
General Assumption ◽  
Learning Needs ◽  
Family Socioeconomic Status ◽  
Children's Education ◽  
Differential Learning ◽  
Children’S Education ◽  
Family Ses

In Britain and elsewhere, the influence of family socioeconomic status (SES) on education is already evident in primary school, and it persists and increases throughout the school years, with children from impoverished families earning lower grades and obtaining fewer educational qualifications than children from more privileged backgrounds. Reducing the effect of family background on children’s education is a pivotal aim of educators, policymakers, and researchers, but the success of their efforts is poorly evidenced to date. Here, we show for the first time that over 95 years in Britain the influence of family SES on children’s school performance has remained stable. Across 15 British population cohorts born between 1921 and 2011 (N = 83,249), we confirmed previous findings of a correlation between family SES and children’s school performance of .27 [95% Confidence Interval .21-.32], adjusted for cohort-specific confounders. However, contrary to the general assumption that family background inequality has increased over time, we observed only minimal differences in the association between family SES and school performance across British cohorts. We argue that education policies must prioritize equity in learning outcomes over equality in learning opportunities, if they seek to disrupt the perpetuation of social and economic inequality across generations. We speculate that the effect of family SES on children’s education will only noticeably weaken if primary education settings become better equipped to meet and remediate the children’s differential learning needs.

scholarly journals Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

2020 ◽  
Vol 93 (3) ◽  
pp. 256-276
Author(s):  
Rob J. Gruijters ◽  
Julia A. Behrman
Keyword(s):  
Socioeconomic Status ◽  
Learning Outcomes ◽  
Social Inequalities ◽  
School Quality ◽  
Educational Achievement ◽  
Family Background ◽  
Well Being ◽  
African Countries ◽  
Unequal Distribution ◽  
Family Socioeconomic Status

Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.

Effects of mothers' education on parenting: an investigation across three generations

2005 ◽  
Author(s):  
Kathryn Duckworth ◽  
Ricardo Sabates
Keyword(s):  
Maternal Education ◽  
Family Background ◽  
Cognitive Stimulation ◽  
Large Set ◽  
Background Characteristics ◽  
National Child Development Study ◽  
Confounding Bias ◽  
Wide Range ◽  
Using Data ◽  
The Relationship

The paper investigates the relationship between mother's education and her parenting using data from the child supplement of the 1958 National Child Development Study (NCDS). By considering data across generations, our dataset allows us to estimate the size of the bias in the relationship between education and parenting from failing to account for background characteristics, early cognitive development and mother's own parenting experiences. The subjects were 1,182 longitudinally sampled mothers of 1,879 children aged between 3 and 18 years old and divided approximately equally across gender (51% sons, 49% daughters). Controlling for a wide range of family background variables and mother's own achievement prior to 16, results indicate a confounding bias of 73% for cognitive stimulation and 89% for emotional support. This confounding bias is larger for daughters than for sons. Even after the inclusion of a large set of controls, a small effect of maternal education on parenting, assessed in terms of the provision of a cognitively stimulating environment, remains statistically significant but only for sons. Although educational effects estimated here suffer from downwards bias owing to under-representation of older mothers within the data, some unobserved factors could remain as a source of bias.

Subsequent Higher Education After Adolescent Depression: A 15-Year Follow-Up Register Study

2010 ◽  
Vol 25 (7) ◽  
pp. 396-401 ◽  
Author(s):  
U. Jonsson ◽  
H. Bohman ◽  
A. Hjern ◽  
L. von Knorring ◽  
G. Olsson ◽  
...  
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
School Performance ◽  
Adolescent Depression ◽  
Maternal Education ◽  
Population Based ◽  
Adverse Outcomes ◽  
Swedish Population ◽  
Early School

AbstractBackgroundAdolescent depression has been shown to have a range of adverse outcomes. We used longitudinal data to investigate subsequent higher education in former depressed adolescents.MethodA Swedish population-based investigation of depression in 16–17-year-olds was followed up in national registers 15 years later. Adolescents with depression (n = 361, 78% females) were compared to a group of non-depressed peers of the same age (n = 248, 77% females). The main outcome was graduation from higher education by age 30.ResultsThe adolescent with depression were less likely than their non-depressed peers to have graduated from higher education by age 30, both regarding females (27.7% vs. 36.4%, p < .05) and males (12.7% vs. 28.6%, p < .05). After adjustment for early school performance, socioeconomic status and maternal education, the decreased likelihood of subsequent graduation from higher education remained for depressed males (OR, 0.27; 95% CI, 0.08–0.93) but not for depressed females (OR, 0.93; 95% CI, 0.58–1.49).ConclusionContrary to what previous research has suggested, adolescent depression and its consequences might be particularly destructive to subsequent higher education in males.

Environmental factors explain socioeconomic prevalence differences in myopia in 6-year-old children

2017 ◽  
Vol 102 (2) ◽  
pp. 243-247 ◽  
Author(s):  
J Willem L Tideman ◽  
Jan Roelof Polling ◽  
Albert Hofman ◽  
Vincent WV Jaddoe ◽  
Johan P Mackenbach ◽  
...  
Keyword(s):  
Risk Factors ◽  
Socioeconomic Status ◽  
Environmental Factors ◽  
Maternal Education ◽  
Family Income ◽  
Risk Groups ◽  
Lifestyle Factors ◽  
Birth Cohort Study ◽  
Family Socioeconomic Status ◽  
Increased Risk

PurposeHigh myopia (≤−6 D) usually has its onset before 10 years of age and can lead to blinding complications later in life. We examined whether differences in myopia prevalences in socioeconomic risk groups could be explained by differences in lifestyle factors.MethodsA total of 5711 six-year-old children participating in the prospective population-based birth cohort study Generation R underwent a stepwise ophthalmic examination, which included visual acuity and objective cycloplegic refraction to identify children with myopia (≤−0.5D). Daily activities, ethnicity, factors representing family socioeconomic status and housing were ascertained by questionnaire. Risk assessments of myopia and mediation analyses were performed using logistic regression; attenuation of risks was calculated by bootstrapping.ResultsPrevalence of myopia was 2.4% (n=137). Myopic children spent more time indoors and less outdoors than non-myopic children (p<0.01), had lower vitamin D (p=0.01), had a higher body mass index and participated less in sports (p=0.03). Children of non-European descent (OR 2.60; 95% CI 1.84 to 3.68), low maternal education (OR 2.27; 95% CI 1.57 to 3.28) and low family income (OR 2.62; 95% CI 1.8 to 3.74) were more often myopic. Lifestyle factors explained the majority of the increased risk for ethnicity (82%; 95% CI 55 to 120), maternal education (69%; 95% CI 45 to 109) and family socioeconomic status (71%; 95% CI 46 to 104).ConclusionThis study found environmental factors to be strong risk factors for myopia already at the age of 6 years. The myopia prevalence differences in socioeconomic groups were greatly determined by differences in distribution of these environmental risk factors, highlighting the importance of lifestyle adjustments in young children developing myopia.

scholarly journals Family Socio-Economic Status, School Location and Students’ Eco-Friendly Knowledge, Attitude and Practices in Nigeria

2021 ◽  
Vol 6 (2) ◽  
pp. 174-185
Author(s):  
Ramoni Afolabi Olubela
Keyword(s):  
Socioeconomic Status ◽  
Environmental Education ◽  
Family Background ◽  
Economic Status ◽  
Attitude Scale ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Income Source ◽  
School Location ◽  
Family Socioeconomic Status

The school system, regardless of the level of operation, is generally accepted as a major agent of education. It provides avenues for interaction between students and teachers on subject matters. However, the location of the school determines many students’ knowledge, attitude and practices.  Also, there is an increasing awareness of the importance of the parents’ role in the progress and educational development of their children. Family background as an important and weighty factor in determining the academic performance attained by the student needs to be investigated. This study adopted a pre-test-post-test control group quasi-experimental design. Intact class of Junior Secondary School II Social Studies students in each of the six schools in Oyo state were randomly assigned to the experimental and control groups. Three validated instruments were used in this study, and they are the Environmental Education Knowledge Test (EEKT), Environmental Education Attitude Scale (EEAS) and Environmental Education Practice Questionnaire (EEPQ). The data were analyzed using Analysis of Covariance (ANCOVA) with the pretest scores used as covariates. All the null hypotheses were tested at a P < .05 level of significance. The study showed a significant two-way interaction effect of family socioeconomic status and school location on students’ eco-friendly knowledge, attitude and practices. It was recommended that schools should be kept safe and parents should develop more streams of income, as a single income source has become a great economic challenge in Nigeria. Keywords:  family socioeconomic status, school location, students’ eco-friendly knowledge, students’ eco-friendly attitude, students’ eco-friendly practices, school security, alternative income

scholarly journals Subjective Family Socioeconomic Status and Adolescents’ Attention: Blacks’ Diminished Returns

Children ◽  
2020 ◽  
Vol 7 (8) ◽  
pp. 80 ◽  
Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Mohsen Bazargan
Keyword(s):  
Socioeconomic Status ◽  
Racial Differences ◽  
School Performance ◽  
Child Behavior Checklist ◽  
Racial Minorities ◽  
Stop Signal Task ◽  
Cross Sectional ◽  
Family Socioeconomic Status ◽  
Marginal Returns ◽  
Family Ses

Background: Racial minorities, particularly non-Hispanic blacks (NHBs) in the US, experience weaker effects from their families’ socioeconomic status on tangible outcomes, a pattern called the Minorities’ Diminished Returns (MDRs) theory. These MDRs are frequently shown in the effects of the families’ socioeconomic status (SES) on NHB adolescents’ school performance. As a result of these MDRs, NHB adolescents from high SES families show a worse than expected school performance. The existing knowledge is, however, minimal about the role of attention in explaining the diminished returns of the families’ SES with regard to the adolescents’ outcomes. Aim: To investigate the racial differences in the effects of the subjective family SES on adolescents’ attention, we compared non-Hispanic white (NHW) and NHB adolescents to assess the effect of the subjective family SES on adolescents’ attention. Methods: This was a cross-sectional analysis that included 4188 adolescents from the Adolescent Brain Cognitive Development (ABCD) Study. The independent variable was the subjective family SES. The primary outcome was the adolescents’ attention to be measured by the stop-signal task (SST). The attention domain of the Child Behavior Checklist (CBCL) was also measured. Results: Overall, a high subjective family SES was associated with a higher task-based and CBCL-based attention. Race showed statistically significant interactions with subjective family SES in terms of adolescents’ attention outcomes. These interactions suggested that a high subjective family SES has smaller tangible effects on increasing the attention of NHB than NHW adolescents. Conclusion: The boosting effect of subjective family SES on attention is diminished for NHB rather than NHW adolescents. To minimize the racial gap in attention-related behaviors, such as school performance, we need to address the diminished returns of resources in the lives of NHB families. Not only should we equalize SES, but also increase the marginal returns of SES for racial minorities, particularly NHB families. Such efforts require public policies that empower NHB families to better leverage their SES resources and turn them into tangible outcomes. In addition, social policies should directly aim to alter the societal barriers that limit NHB families’ ability to effectively utilize their resources. Discrimination, segregation, and racism should be targets of our policy solutions.

scholarly journals Correlation Between Educational Performance, Family Background and Settlement Type in Covasna County, Romania

2020 ◽  
Vol 2 (3) ◽  
pp. 62-69
Author(s):  
Andrea Barabás ◽  
Katinka Bacskai
Keyword(s):  
Social Sciences ◽  
School Performance ◽  
Family Background ◽  
Family Factors ◽  
Low Ses ◽  
Educational Performance ◽  
Settlement Type ◽  
Societal Context ◽  
And Performance

In social sciences, a more sophisticated way of examining students' school performance, based on the combination of school and family factors, is becoming increasingly popular. Important indicators of schools operating in a given territorial and societal context can be obtained both at student and institutional levels if territorial characteristics are included. In our research we examine the correlation between family background and performance, and investigate the settlement type where the proportion of students from low SES schools is the highest. At the same time we are also curious whether there is a greater chance of resilience in smaller communities. Our results show that the majority of students from low SES schools study in small settlements, but resilience is clearly not more typical in smaller communities.

scholarly journals Family socioeconomic status and weight velocity in children aged 6-24 months

2016 ◽  
Vol 56 (2) ◽  
pp. 67
Author(s):  
Tiara Eka ◽  
Julius Anzar ◽  
Mutiara Budi Azhar
Keyword(s):  
Socioeconomic Status ◽  
Exclusive Breastfeeding ◽  
Maternal Education ◽  
Failure To Thrive ◽  
Family Welfare ◽  
Family Socioeconomic Status ◽  
Number Of Children ◽  
Confounding Variables ◽  
The Family ◽  
Weight Velocity

Background Socioeconomic status is one of the external factors that influences weight velocity.Objective To assess for a correlation between family socioeconomic status and weight velocity.Method This cross-sectional study was performed from October to December 2014. Subjects were patients at community health centers in Palembang, and included by a consecutive sampling technique. Data were collected by interviewing mothers using questionaires. We measured the children’s weight and compared it to the previous weight measurement on the Child Health Card (Kartu Menuju Sehat/KMS). Risk of failure to thrive was determined by plotting increments onto the 2009 WHO Growth Velocity Standards Chart. Data were analyzed by Fisher’s exact and Chi-square tests.Results The 97 respondents consisted of 74 children (76%) with good weight velocity and 23 children (24%) with risk of failure to thrive. Using indicators of socioeconomic status, we found a significant correlation between the level of family welfare and weight velocity. (PR=48.000; 95%CI 2.3 to 997.1; P=0.016). However, level of maternal education (P=0.788) and the number of children in the family (P=0.550) had no significant correlation to weight velocity. Caregivers of children (P= 0.560) and duration of exclusive breastfeeding (P=0.390) were not confounding variables for weight velocity in this study.Conclusion High to moderate level of family welfare is significantly correlated to good weight velocity. However, weight velocity has no significant correlation to either the level of maternal education or the number of children in the family. Caregivers of children and duration of exclusive breastfeeding are not confounding variables for this study.

Sign in / Sign up

Export Citation Format

Share Document