How Do Technology Application and Equity Impact Student Achievement?

This study examines the impact of technology application on student achievement in the state of Georgia. Technology application includes elements such as technology access, technology integration, and teacher technology proficiency. Student achievement refers to students’ standardized test scores in language, social studies, sciences, and mathematics in elementary, middle, and high schools. Results of Multiple Regression analysis yielded significant percentages of variance in student achievement that was attributable to Internet connected computer access. Another purpose of the study was to investigate the equity issues of school technology. School levels and student socioeconomic status were used as independent variables to determine if significant differences in technology application existed among the school levels and the socioeconomic status categories. Results of Analysis of Variance indicated that students of low socioeconomic status had far less opportunities to access Internet connected computers than students of high socioeconomic status. The level of technology application increased as students moved up the school level.

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How Do Technology Application and Equity Impact Student Achievement?

Ethical Technology Use, Policy, and Reactions in Educational Settings ◽

10.4018/978-1-4666-1882-4.ch015 ◽

2013 ◽

pp. 177-190

Author(s):

Tak Cheung Chan

Keyword(s):

Socioeconomic Status ◽

Student Achievement ◽

Low Socioeconomic Status ◽

Technology Proficiency ◽

Access Technology ◽

Low Socioeconomic ◽

Technology Application ◽

Student Socioeconomic Status ◽

And Mathematics ◽

Impact Of Technology

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Socioeconomic status and survival among older adults with dementia and depression

The British Journal of Psychiatry ◽

10.1192/bjp.bp.113.134734 ◽

2014 ◽

Vol 204 (6) ◽

pp. 436-440 ◽

Cited By ~ 16

Author(s):

Ruoling Chen ◽

Zhi Hu ◽

Li Wei ◽

Kenneth Wilson

Keyword(s):

Older Adults ◽

Socioeconomic Status ◽

Low Socioeconomic Status ◽

Rural Areas ◽

Urban Areas ◽

Computer Assisted ◽

Late Life Depression ◽

People With Dementia ◽

Risk Of Mortality ◽

The Impact

BackgroundPeople from lower socioeconomic groups have a higher risk of mortality. The impact of low socioeconomic status on survival among older adults with dementia and depression remains unclear.AimsTo investigate the association between socioeconomic status and mortality in people with dementia and late-life depression in China.MethodUsing Geriatric Mental Status – Automated Geriatric Examination for Computer Assisted Taxonomy (GMS-AGECAT) we interviewed 2978 people aged ⩾60 years in Anhui, China. We characterised baseline socioeconomic status and risk factors and diagnosed 223 people with dementia and 128 with depression. All-cause mortality was followed up over 5.6 years.ResultsIndividuals with dementia living in rural areas had a three times greater risk of mortality (multivariate adjusted hazard ratio (HR) = 2.96, 95% CI 1.45–6.04) than those in urban areas, and for those with depression the HR was 4.15 (95% CI 1.59–10.83). There were similar mortality rates when comparing people with dementia with lowv.high levels of education, occupation and income, but individuals with depression with lowv.high levels had non-significant increases in mortality of 11%, 50% and 55% respectively.ConclusionsOlder adults with dementia and depression living in rural China had a significantly higher risk of mortality than urban counterparts. Interventions should be implemented in rural areas to tackle survival inequality in dementia and depression.

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Impact of Socioeconomic Status on Return to Work after Acute Ankle Fracture

Foot & Ankle Orthopaedics ◽

10.1177/2473011420s00200 ◽

2020 ◽

Vol 5 (4) ◽

pp. 2473011420S0020

Author(s):

Alessandra L. Falk ◽

Regina Hanstein ◽

Chaiyaporn Kulsakdinun

Keyword(s):

Socioeconomic Status ◽

Return To Work ◽

Low Socioeconomic Status ◽

Ankle Fracture ◽

Low Ses ◽

Insurance Status ◽

Low Socioeconomic ◽

The Impact ◽

Zip Code

Category: Ankle; Trauma Introduction/Purpose: Socioeconomic status has been recognized throughout the medical literature, both within orthopedics and beyond, as a factor that influences outcomes after surgery, and can result in substandard care. Within the foot and ankle subspecialty, there is limited data regarding socioeconomic status and post-operative outcomes, with the current literature focusing on outcomes for diabetic feet. However, ankle fractures are among the most common fractures encountered by orthopedic surgeons. While a few studies have explored the impact of ankle fractures on employment and disability status, the effect of socioeconomic status on return to work post operatively has not yet been investigated. The purpose of this study was to determine the impact of low socioeconomic status on return to work. Methods: We retrospectively reviewed 592 medical charts of patients with CPT code 27766, 27792, 27814, 27822, 27823, 27827, 27829, 27826, 27828 from 2015-2018. Included were patients >18 yrs of age who sustained an acute ankle fracture, were employed prior to the injury, and with information on return to work after ankle surgery, zip code, race, ethnicity and insurance status. Excluded were patients who were not employed prior to their injury. Socioeconomic status was either defined by insurance status - Medicaid/Medicare, commercial, or workman’s compensation -, or by assessing socioeconomic status (SES) using medial household per capita income by zip code as generated and reported by the US National Census Bureau’s 2013-2017 American Community Survey 5-Year Estimates. The national dataset was divided into quartiles with the lowest quartile defined as low SES. Patients who had income that fell within this income category were classified as low SES. Results: 174 patients were included with an average follow-up of 10.2months. 22/174 (12.6%) patients didn’t return to work post-operatively. Univariate analysis identified non-sedentary work to decrease the likelihood of return to work (HR:0.637; p=0.03). Patients with a low SES were more prevalent in the no return group compared to the return to work group (86% vs 60%; p=0.028). 95% of patients with low SES were a minority compared to 56% with average/high SES (p<0.005). Patients with low SES had a higher BMI (p=0.026), a longer hospitalization (p=0.04) and more wound complications (p=0.032). Insurance type didn’t affect return to work (p=0.158). Patients with workman’s compensation had a longer follow-up time and a longer time to return to work compared to other insurances (p<0.005 for each comparison). Conclusion: Low socioeconomic status based on income, not insurance type, affected return to work after an ankle fracture ORIF. Patients with workman’s compensation took a longer time to return to work compared to other insurance types. These findings warrants the need to consider socioeconomic status when allocating resources to treat these patients.

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Increasing patients' preferences for palliative care through the dissemination of palliative care research: Impact of socioeconomic status, geography, and depression severity.

Journal of Clinical Oncology ◽

10.1200/jco.2015.33.29_suppl.109 ◽

2015 ◽

Vol 33 (29_suppl) ◽

pp. 109-109

Author(s):

Michael Hoerger ◽

Tessa Barkan ◽

Laura Perry ◽

Sara Voorhees ◽

Catherine Rochefort ◽

...

Keyword(s):

Socioeconomic Status ◽

Palliative Care ◽

Low Socioeconomic Status ◽

Symptom Severity ◽

Research Impact ◽

Evidence Base ◽

Financial Strain ◽

Depression Symptom ◽

Plain Language ◽

The Impact

109 Background: Approximately 4 out of 5 Americans are unfamiliar with palliative care, a significant barrier to utilization. Accordingly, providing patients with knowledge could empower them to seek palliative care. As a pilot investigation, the EMPOWER Study examined the impact of a psychoeducational intervention on patients’ preferences for palliative care. Methods: Participants were 581 patients with heterogeneous cancer diagnoses recruited through the NIH-sponsored ResearchMatch program. The study used a between-group pre-post design, completed in a single session via the Internet. Random assignment determined whether participants received psychoeducational information summarizing the results of the Temel et al. (2010) palliative care article, using a plain-language and graphical format. Participants completed measures of their health history, demographics, socioeconomic status (education level, financial strain, subjective financial standing), and depression symptom severity and completed a pre-post measure of preferences for palliative care. Results: Relative to controls, participants receiving the intervention experienced an increase in preferences for palliative care (p < .0001). The standardized mean difference in pre-post change was greater than a standard deviation in magnitude (Cohen’s d = 1.03), a “large” effect size by conventional standards. The intervention showed comparable effects across key patient subgroups, including patients of low socioeconomic status, patients living in low-access states, and patients with greater depression symptom severity. Conclusions: Providing patients with knowledge of recent research findings increased preferences for palliative cancer care. The next step is to develop psychoeducational interventions that are grounded in stakeholder input and incorporate a broader evidence base. This line of research has implications for empowering patients and their families to seek care that can improve quality of life.

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Socioeconomic Status and Days Alive and Out of Hospital after Major Elective Noncardiac Surgery

Anesthesiology ◽

10.1097/aln.0000000000003123 ◽

2020 ◽

Vol 132 (4) ◽

pp. 713-722 ◽

Cited By ~ 1

Author(s):

Angela Jerath ◽

Peter C. Austin ◽

Dennis T. Ko ◽

Harindra C. Wijeysundera ◽

Stephen Fremes ◽

...

Keyword(s):

Socioeconomic Status ◽

Low Socioeconomic Status ◽

Postoperative Recovery ◽

Income Quintile ◽

Major Surgery ◽

Low Socioeconomic ◽

Socioeconomic Resources ◽

Postoperative Length ◽

Underlying Mechanisms ◽

The Impact

Abstract Background Socioeconomic status is an important but understudied determinant of preoperative health status and postoperative outcomes. Previous work has focused on the impact of socioeconomic status on mortality, hospital stay, or complications. However, individuals with low socioeconomic status are also likely to have fewer supports to facilitate them remaining at home after hospital discharge. Thus, such patients may be less likely to return home over the short and intermediate term after major surgery. The newly validated outcome, days alive and out of hospital, may be highly suited to evaluating the impact of socioeconomic status on this postdischarge period. The study aimed to determine the association of socioeconomic status with short and intermediate term postoperative recovery as measured by days alive and out of hospital. Methods The authors evaluated data from 724,459 adult patients who had one of 13 elective major noncardiac surgical procedures between 2006 and 2017. Socioeconomic status was measured by median neighborhood household income (categorized into quintiles). Primary outcome was days alive and out of hospital at 30 days, while secondary outcomes included days alive and out of hospital at 90 and 180 days, and 30-day mortality. Results Compared to the highest income quintile, individuals in the lowest quintile had higher unadjusted risks of postoperative complications (6,049 of 121,099 [5%] vs. 6,216 of 160,495 [3.9%]) and 30-day mortality (731 of 121,099 [0.6%] vs. 701 of 160,495 [0.4%]) and longer mean postoperative length of stay (4.9 vs. 4.4 days). From lowest to highest income quintile, the mean adjusted days alive and out of hospital at 30 days after surgery varied between 24.5 to 24.9 days. Conclusions Low socioeconomic status is associated with fewer days alive and out of hospital after surgery. Further research is needed to examine the underlying mechanisms and develop posthospital interventions to improve postoperative recovery in patients with fewer socioeconomic resources. Editor’s Perspective What We Already Know about This Topic What This Article Tells Us That Is New

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Relationships between District Size, Socioeconomics, Expenditures, and Student Achievement in Washington

The Rural Educator ◽

10.35608/ruraled.v29i3.464 ◽

2018 ◽

Vol 29 (3) ◽

Author(s):

Vince Diaz

Keyword(s):

Socioeconomic Status ◽

Student Achievement ◽

School Districts ◽

Student Outcomes ◽

Washington State ◽

District Size ◽

Positive Direction ◽

Assessment Of Student Learning ◽

And Mathematics ◽

The Relationship

The purpose of this article is to describe the relationship between district size, socioeconomic status, actual levy percentages, and their predictive influence on the 2003 Washington Assessment of Student Learning results for 4th and 7thgrade students in Reading and Mathematics. The convenient sample was 82 Washington State 2nd-Class school districts with enrollments between 500-2,000 students. The results indicated: (a) no significant correlations between achievement anddistrict size; (b) socioeconomic status was the best predictor of achievement; and (c) actual levy percentages and student outcomes were significantly correlated in the positive direction.

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Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review

Frontiers in Psychology ◽

10.3389/fpsyg.2021.746289 ◽

2021 ◽

Vol 12 ◽

Author(s):

Svenja Hammerstein ◽

Christoph König ◽

Thomas Dreisörner ◽

Andreas Frey

Keyword(s):

Student Achievement ◽

Low Socioeconomic Status ◽

Evidence Based ◽

Negative Effects ◽

School Closures ◽

Low Socioeconomic ◽

Primary And Secondary Education ◽

Negative Effect ◽

The Impact ◽

Future School

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.

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Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools

10.26686/wgtn.17018801.v1 ◽

2021 ◽

Author(s):

◽

Elizabeth Harrison

Keyword(s):

Socioeconomic Status ◽

Student Achievement ◽

New Zealand ◽

Mathematics Achievement ◽

Primary School ◽

Low Socioeconomic Status ◽

Complex Nature ◽

Opportunities To Learn ◽

Collective Case Study

<p>Existing research consistently identifies large differences in mathematics achievement between students from high and low socioeconomic status backgrounds. The link between socioeconomic status and student achievement has been repeatedly acknowledged throughout the literature, but reasons for this link are not yet fully understood. This study builds on existing international research, which identifies a large number of potential key influences for the disparity in mathematics achievement. The aim of this study was to identify which of the potentially key influences were possibly influencing student mathematics achievement in a high and a low decile New Zealand primary school, thereby suggesting ways to improve student mathematics achievement in the low decile school. Often, changes within education, including in many intervention programmes, are generic, made without identifying the specific needs of an individual school and its students. The tools developed during this research were designed to be used in schools, allowing evidence-based needs to be identified, and any changes made to be targeted at the specific needs of the school and its students. This research was conceived within a qualitative paradigm, and followed a collective case study design, focusing on two case schools, a high decile school (Pīwakawaka School), and a low decile school (Whio School). Data were collected through classroom observations, archival records, interviews, questionnaires, and physical artefacts, using tools specifically designed for this study. The data were analysed using grounded theory, allowing theories to emerge from the data. The data collected from each school were compared and two theories emerged. The first theory is that students in the high decile school appeared to be doing a greater amount of mathematics than students in the low decile school. The second theory is that students in the high decile school appeared to have more opportunities to learn new mathematics than students in the low decile school. Additionally, the findings suggested that, due to the complex nature of teaching, there was more than one key influence on student mathematics achievement contributing to each of these emergent theories. This research suggests that teachers at Whio School may be able to improve student achievement in mathematics by increasing both the amount of mathematics students interact with and the number of opportunities to learn new mathematics their students receive.</p>

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INTERPRETING LARGE SCALE NATIONAL LEVEL ASSESSMENT DATA IN MATHEMATICS BY USING RASCH ANALYSIS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol3.5118 ◽

2020 ◽

Vol 3 ◽

pp. 457

Author(s):

Pāvels Pestovs ◽

Dace Namsone

Keyword(s):

Student Achievement ◽

General Education ◽

Large Scale ◽

National Level ◽

School Level ◽

Minimum Level ◽

Assessment Data ◽

Depth Analysis ◽

Improve Student Achievement ◽

The Impact

Latvia is undergoing a nation-wide curriculum reform in general education, with an aim to help students to develop 21st century skills. In order to successfully implement reform, not only teacher performance in the classroom is important, but also the transformation of the school culture is of high priority. One of the key dimensions that is characteristic for a school as learning organization culture is whether it has data-driven culture and is using data on continuous basis to improve student achievement. Large scale national level assessment data is used for many different purposes, however, this data only rarely is recognised as useful data source for planning actions to improve student achievement at school level. Authors argue that in different grades average performance of students cannot be compared in a meaningful way to develop action plan and evaluate the impact of the initiatives at the school level. It is based on the issues rising from varying difficulty level of the tests and different skills, which are being assessed. The study design is based on in-depth analysis of items of large-scale national level assessment in mathematics, defining minimum level of competency of mathematics and calculating percentage of students in school with minimum level of competence in a cohort. This analysis is conveyed for the students of 3rd, 6th and 9th grade by using Rasch model, thus allowing to effectively monitor the student performance during the general education and use of data to make informed decisions.

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Effects of COVID-19-Related School Closures on Student Achievement—A Systematic Review

10.31234/osf.io/mcnvk ◽

2021 ◽

Author(s):

Svenja Hammerstein ◽

Christoph König ◽

Thomas Dreisoerner ◽

Andreas Frey

Keyword(s):

Student Achievement ◽

Low Socioeconomic Status ◽

Evidence Based ◽

Negative Effects ◽

School Closures ◽

Low Socioeconomic ◽

Negative Effect ◽

K 12 ◽

The Impact ◽

Future School

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging in the literature. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in K–12. The findings indicate a considerably negative effect of school closures on student achievement specifically in younger students and students from families with low socioeconomic status. At the same time, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for future national educational policies when facing future school closures.

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