Sentences with phrase «by socioeconomic differences»

Not exact matches

The confusion of basic philosophy concerning alcohol is caused in part by, the marked differences in attitudes toward alcohol on the part of the various socioeconomic classes in our country.

Gay fathers tend to be economically well - off, one means by which their children may garner social advantages relative to other children, while additional research has shown that children of gay fathers did not report differences in sex - typed behaviour compared with parents of other family configurations.58 A large literature shows that parents tend to transmit values to their children along socioeconomic status lines, with middle class parents typically imparting different values from parents in lower socioeconomic strata.59, 60 However, little of this work has examined fathers in particular, as distinct from mothers.

In Canada, where women do not pay for medical care associated with pregnancy and delivery, the difference between home births and hospital births is probably not contaminated by socioeconomic status.

These socioeconomic differences were accounted for by researchers via questionnaire.

A reanalysis of the New Zealand data by Ole Røgeberg of the Ragnar Frisch Center for Economic Research in Oslo, however, suggested that the IQ difference could be explained by socioeconomic factors.

Some studies have suggested that the higher odds of breast cancer subtypes with unfavorable prognoses in minority racial / ethnic groups could be explained by differences in socioeconomic status.

«However, our demonstration of differences in fracture rates by ethnicity, socioeconomic status and location will clearly be helpful in targeting health resources to those at greatest risk.

«The discordant twin design minimizes a number of potentially confounding factors that may explain the association between childhood verbal ability and subsequent alcohol use by «controlling» for differences on variables [such as] socioeconomic differences or family factors that, if excluded, could cloud the interpretation of findings.»

Although we addressed this issue in several ways, including the use of a natural experimental design exploiting the quasi-randomized assignment of patients to hospitalists, it is still possible that unmeasured confounding (eg, residual differences in socioeconomic status of patients that are not explained by patient race / ethnicity, Medicaid eligibility, and household income level) could explain the observed differences in patient outcomes.

Given that there are large difference in outcomes by socioeconomic status within broad income groups in the United States, this condition clearly does not hold in reality.

This simple example illustrates that eliminating the average difference across the two groups will only remove all differences by socioeconomic status if there are no differences in outcomes by socioeconomic status within the broad income groups.

We do not find that increasing spending by 22.7 percent will eliminate all differences in outcomes by socioeconomic status.

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).

[12] We investigate the degree to which schools vary in the gap between high and low socioeconomic status students, and then see whether these differences can be explained by differences in the pre-school preparation of high and low socioeconomic status students.

Differences in college completion by socioeconomic status have widened over time.

They examined a million American inventors — people who have actually filed patents — and discovered «large disparities... by socioeconomic class, race, and gender» although «differences in ability... explain very little of these disparities.»

In OECD countries generally, a large percentage of between - school variation in student performance is «explained» by differences in students» and schools» socioeconomic circumstances.

The simple feature of eliminating a default school assignment by the school district — thus requiring every parent to engage in school choice — eliminates socioeconomic differences in the likelihood that parents will shop for schools.

Differences in the demand curve by family socioeconomic status likely play out not only in what families pay but in the characteristics of the centers that serve communities in which most of the customers are within a restricted range of economic advantage.

Differences by socioeconomic status persist.

These differences are almost surely being driven in large part by socioeconomic factors.

Achievement gap — The difference between the performance of subgroups of students, especially those defined by gender, race / ethnicity, disability and socioeconomic status.

Much, but not all, of the racial and socioeconomic sorting we document is accounted for by differences in achievement, particularly at the high school level.

Blackstone Valley Prep is committed to the academic success, social and emotional growth, and health and wellness of 100 % of scholars in an intentionally diverse school that celebrates the racial, ethnic, socioeconomic, gender, and sexual - orientation differences of our scholars, staff, and families by actively engaging in courageous conversations about the value of peoples» differences; raising awareness of self and society's structural inequities; and empowering all people to engage in an open and honest dialogue with an active voice.

This movement has been induced by differences in school readiness and academic achievement between socioeconomic and racial / ethnic groups, and has shown that early interventions are cost effective and generally have the capacity to narrow achievement differences.

The concept of an achievement gap dates back to the 1960s and focuses on the differences in educational outcomes by race (between white children and children of color) and socioeconomic status (between children from low - income and higher income households).

Beginning with the now - famous evidence reported by Coleman and his colleagues (1966), study after study suggests that socioeconomic status (SES) of families explains more than half of the difference in student achievement across schools; it is also highly related to violence, dropping out of school, entry to postsecondary education and levels of both adult employment and income.

Our school profiles now include important information in addition to test scores — factors that make a big difference in how children experience school, such as how much a school helps students improve academically, how well a school supports students from different socioeconomic, racial and ethnic groups, and whether or not some groups of students are disproportionately affected by the school's discipline and attendance policies.

Pets for Life embraces the human component of the human - animal equation by approaching people in a respectful way and recognizing that people's love for their pets transcends socioeconomic circumstances and cultural differences.

Population average models were used to account for the longitudinal study design and correlation of repeated measurements, and an interaction term between maternal education (our socioeconomic measure) and age was included in order to examine whether differences in health inequalities by age were statistically significant.

The present study aims to evaluate the impact of CfC on children and their families by investigating differences between children and families living in 10 CfC sites and five comparison sites that were similar in location, size and socioeconomic status.

Socioeconomic and ethnic group differences in self reported health status and use of health services by children and young people in England: Cross sectional study

Differences in ages, gender, ethnicity, socioeconomic status, and IQ between the included and excluded samples were analyzed by using parametric tests if normality and homogeneity assumptions were satisfied; otherwise, the non-parametric Mann — Whitney U test was used.

The remaining difference between childhood family types in educational attainment in 2010 could to some extent be explained by the reversal over time in socioeconomic selection, from positive to negative.