Sentences with phrase «socioeconomic differences in student»

The socioeconomic differences in student performance are well - known and extensively documented.

Not exact matches

The OECD's Programme for International Student Assessment (PISA) shows that some countries have been successful both in lifting overall levels of achievement and in reducing differences related to socioeconomic background.

As late as April and May of their senior year of high school ~ there is a lack of knowledge among students about how they will pay for college There are substantial gender and socioeconomic differences evident in choosing STEM majors Parents and friends are key sources of support for postsecondary transition planning that need to be fully utilized On average ~ students do nt see college and career readiness counseling services as being as frequent or helpful as do their counselors and principals in terms of social and emotional development ~ financial planning ~ college and career planning and scheduling.

After taking into account differences in socioeconomic status, we found that parents of higher - achieving students are more likely to make a request, which perhaps reflects greater sophistication or interest on the part of these families.

In addition to supporting racial equality in schools, Brown gave rise to numerous social movements seeking educational equality for students across all lines of difference, including gender and sexual orientation, religion, language, physical handicaps, immigration status, and socioeconomic leveIn addition to supporting racial equality in schools, Brown gave rise to numerous social movements seeking educational equality for students across all lines of difference, including gender and sexual orientation, religion, language, physical handicaps, immigration status, and socioeconomic levein schools, Brown gave rise to numerous social movements seeking educational equality for students across all lines of difference, including gender and sexual orientation, religion, language, physical handicaps, immigration status, and socioeconomic level.

Without accounting for any differences in students» socioeconomic status, the Spanish language and mathematics test scores of students who attend network schools are considerably higher than the scores of those attending stand - alone schools.

But it is unclear to what degree they reflect racial bias as opposed to differences in socioeconomic status and levels of academic preparation between white students and black students that could influence both expectations and outcomes.

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.

Thomson says most of the difference in scores is due to the lower socioeconomic level of Indigenous students and their weaker performance in mathematics and reading.

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

The graph shows that students in these three ICSEA - based groupings of schools have different average reading levels and gives some indication of the influence of socioeconomic factors on between - school differences in student performance.

Although between - school differences in student performance are closely associated with socioeconomic status in all OECD countries, some countries have been more successful than others in reducing the impact of socioeconomic disadvantage.

... the difference between advantaged students and disadvantaged students (those in the lowest quartile of socioeconomic background) is even larger: 90 score points on average across the OECD and 87 score points in Australia.

It was particularly striking that several of these mindsets made the most difference for students either in low performing schools or in lower socioeconomic quartiles.

In study after study, scholars have investigated the effects of differences among white and black students in their socioeconomic status, family structure, and neighborhood characteristics and in the quality of their schoolIn study after study, scholars have investigated the effects of differences among white and black students in their socioeconomic status, family structure, and neighborhood characteristics and in the quality of their schoolin their socioeconomic status, family structure, and neighborhood characteristics and in the quality of their schoolin the quality of their schools.

These findings confirm those from a variety of previous studies, which have shown that adjusting the data for students» socioeconomic status is usually enough to eliminate most or all of the difference between blacks and whites in educational attainment.

If socioeconomic differences are a major force driving discipline disparities, than we would expect to see bigger discipline disparities in districts with bigger socioeconomic disparities — that is, in places where most of the white students are middle class or above and most of the African American students are poor.

There are dramatic differences in the quality of teachers and teaching in every school, regardless of the socioeconomic status of the students.

After analyzing student outcome data and comparing current student performance with annual yearly progress benchmarks for student achievement, the leadership team agrees that there are significant differences in outcomes among students of diverse racial, ethnic, cultural and linguistic backgrounds unrelated to socioeconomic status???.

For instance, socioeconomic differences among students in various countries were not considered, said Adam Still, a co-author of the report and an education finance and development specialist for GEMS, in a phone interview.

The survey saw differences in teacher attitudes depending on the socioeconomic backgrounds of the students in the schools they teach.

The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less - advantaged homes, non-native language speakers, and other factors.

She documented the difference between students of lower socioeconomic status who took music lessons in grades 8 - 12 when compared to other low SES students who took no music lessons.

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.

(Parental configuration was not as significant a predictor of achievement as was socioeconomic status; in 12th grade in 1992, the students in mother - only households outperformed their counterparts in father - only households; in 1994 the parental configuration differences disappeared when socioeconomic status was held constant.)