To find out how the individual states performed in 2000 compared with what we might expect on the basis of conditions in each state, I computed the correlation of completion rates with expectations based on three factors: state
average socioeconomic characteristics (family income, education, and occupation); the percentage of two - parent families; and the rate at which students change schools.
Not exact matches
In California, both NME and pertussis clusters were associated with factors
characteristic of high
socioeconomic status such as lower population density; lower
average family size; lower percentage of racial or ethnic minorities; higher percentage of high school, college, or graduate school graduates; higher median household income; and lower percentage of families in poverty.
We compare the test scores of students in each of the seven categories, taking into account differences in the students»
socioeconomic characteristics, including parent schooling, self - reported household income, the number of non-school books in the home, and the quality of the peer groups (calculated by
averaging family background and home resources for all students in the classroom).
The version we use takes into account student background
characteristics and schooling environment factors, including students»
socioeconomic status (SES), while simultaneously calculating school -
average student test - score growth.
The sociodemographic
characteristics of the families in terms of parental education, high school dropout, family poverty, welfare status, age at parenthood, and
socioeconomic status indicated an
average level of disadvantage relative to the overall Canadian and Quebec populations, respectively (Statistics Canada, 2008, 2012a).