scholarly journals The Impact of Socioeconomic Status and Achievement Gap between Schools on Academic Achievement in Turkey

2021 ◽  
Author(s):  
Eren SUNA ◽  
Mahmut ÖZER
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Achievement Gap ◽  
The Impact

A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

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.

scholarly journals Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood

2019 ◽  
Author(s):  
Fotini Vasilopoulos ◽  
Michelle Renee Ellefson
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Emotional Regulation ◽  
Common Knowledge ◽  
Self Regulation ◽  
Data Availability ◽  
Time Points ◽  
Behavioural Regulation ◽  
The Impact

It is common knowledge that physical activity leads to physiological and psychological benefits. The current study explored the association between physical activity and self-regulation longitudinally and the indirect relationship this may have on academic achievement, using secondary data on primary and secondary school children from the Millennium Cohort Study. There are two main findings. First, there is a positive link between physical activity and emotional (not behavioural) regulation both concurrently and longitudinally across all three time points, 7-years-old, 11-years-old and 14-years-old. The relationship was negative for emotional regulation and negligible for behavioural regulation when controlling for socioeconomic status. Second, across two time points (due to data availability), physical activity positively predicted academic achievement through emotional regulation for 7-year-olds and behavioural regulation in 11-year-olds. The impact of this relationship was more pronounced when controlling for socioeconomic status. Together these findings indicate that emotional regulation is linked to physical activity in early childhood. Subsequently, emotion regulation predicts academic attainment, suggesting that early interventions might focus on attention rather than behaviour.

The Impact of School-Based Mentoring on the Academic Achievement Gap

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X1989025
Author(s):  
Lorise Grey
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Achievement Gap ◽  
School Counselors ◽  
School Students ◽  
Academic Achievement Gap ◽  
Grade Point ◽  
School Based ◽  
School Based Mentoring ◽  
The Impact

This study examined data from the Institute of Education Sciences’ evaluation of school-based mentoring (SBM) programs to establish a causal relationship between SBM and reduction of the academic achievement gap between African American and White middle school students. Participation in SBM improved the academic performance of all students. The findings demonstrated a sizable increase in African American students’ grade point average as a result of same-race mentoring. Implications for school counselors seeking to reduce the achievement gap are discussed.

scholarly journals The Interaction Between Socioeconomic Status and Preschool Education on Academic Achievement of Elementary School Students

2021 ◽  
Vol 14 (8) ◽  
pp. 60
Author(s):  
Moosa Jaafar Fateel ◽  
Samar Mukallid ◽  
Bani Arora
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Economic Status ◽  
Preschool Education ◽  
Marital Relationships ◽  
School Age ◽  
School Students ◽  
Socio Economic Status ◽  
Private And Public ◽  
The Impact

Preschool education may help increase the academic achievement of school-age students. Still, for a segment in society, this is not feasible and children are not admitted into preschool due to parents’ socioeconomic status. The purpose of this study was to measure the interaction between socioeconomic status and preschool education on students’ academic achievement in Bahraini government elementary schools. The study adopted a quantitive approach. The sample was 402 girls and boys in grades 1 through 6. The results showed that students who had preschool education had better academic achievement than those who did not. There were no significant differences in students’ later academic achievement with reference to socioeconomic status, and there was no interaction between preschool education and socioeconomic status on academic achievement. It was recommended that policymakers should encourage the private and public sectors to invest in preschool education, to conduct further research on the impact of socio-economic status on academic achievement at different school levels and to expand the dimensions of SES to include parents’ skills and marital relationships and their impact on children’s achievement.

scholarly journals Data on the impact of socioeconomic status on academic achievement among students in Malaysian public universities

Data in Brief ◽  
2020 ◽  
Vol 31 ◽  
pp. 106018
Author(s):  
Nor Fatimah Che Sulaiman ◽  
Noor Haslina Mohamad Akhir ◽  
Nor Ermawati Hussain ◽  
Rahaya Md Jamin ◽  
Nur Hafizah Ramli
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Public Universities ◽  
The Impact

scholarly journals Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0250984
Author(s):  
Fotini Vasilopoulos ◽  
Michelle R. Ellefson
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Emotional Regulation ◽  
Common Knowledge ◽  
Self Regulation ◽  
Data Availability ◽  
Time Points ◽  
Behavioural Regulation ◽  
The Impact

It is common knowledge that physical activity leads to physiological and psychological benefits. The current study explored the association between physical activity and self-regulation longitudinally and the indirect relationship this may have on academic achievement, using secondary data on primary and secondary school children from the Millennium Cohort Study, a cohort of infants born in 2000–2001 in the United Kingdom. There are two main findings. First, there is a positive link between physical activity and emotional (not behavioural) regulation both concurrently and longitudinally across all three time points, 7-years-old, 11-years-old and 14-years-old. The relationship was negative for emotional regulation and negligible for behavioural regulation when controlling for socioeconomic status. Second, across two time points (due to data availability), physical activity positively predicted academic achievement through emotional regulation for 7-year-olds and behavioural regulation in 11-year-olds. The impact of this relationship was more pronounced when controlling for socioeconomic status. Together these findings indicate that emotional regulation is linked to physical activity in early childhood. Subsequently, emotion regulation predicts academic attainment, suggesting that early interventions might focus on attention rather than behaviour.

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