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Measuring Students’ Family Background in Large-scale Education Studies
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... A problem when studying SES is that SES might co-vary with other individual factors such as gender (see, e.g., Schoon & Eccles, 2014) and migrant background (see, e.g., Brese & Mirazchiyski, 2010;Hastedt, 2016;Wiberg, 2019;Wiberg & Rolfsman, 2019) and with structural factors such as school choice (see, e.g., Yang Hansen & Gustafsson, 2019). Also, the students' residential areas have become increasingly important for educational opportunities because educational opportunities are not evenly distributed geographically (see, e.g., Andersson et al., 2018;Ersan & Rodriguez, 2020;Fjellman et al., 2018). ...
... Different results due to a different choice of SES variables were visible in the study by Kaleli-Yilmaz and Hanci (2016) as they found that the relationship between TIMSS achievements was stronger when using the students' mothers' education level instead of their fathers' educational level. Brese and Mirazchiyski (2010) focused on this problem when examining how family background is measured in TIMSS, the Programme for International Student Assessment (PISA), and the Progress in Reading Literacy Study (PIRLS). Nevertheless, except from using different definitions of SES, these researchers did not connect these SES measures to any additionally collected students' SES information. ...
... The first research question asked about which self-reported TIMSS SES measure(s) provided the highest quality in terms of low levels of missing data in comparison to Swedish official register information regarding the students' SES. Not surprisingly, and in line with Brese and Mirazchiyski (2010), TIMSS self-reported home possessions, including a number of books at home, had, in general, a low amount of missing data, probably because it is easy for the students to report what they have at home. Also, the HER index had a low amount of missing data, which is a similar result as in the study by Ersan and Rodriguez (2020). ...
The overall aim of this study was to examine the different self-reported students’ socioeconomic status (SES) measures in the Trends in Mathematics and Science Study (TIMSS) in comparison to national SES measures obtained from Swedish official registers. A further aim was to determine if the same conclusions could be drawn if different student measures were used to define SES when modelling the students’ TIMSS mathematics achievement. The overall results showed that the choice of SES measures matters. The home educational resource index and books at home from the TIMSS data base were good indicators of SES. We conclude that when one has access to SES information from official registers it is recommended to use it because these measures have less missing information compared with the TIMSS variables.
... They also address the educational inequalities that emerge from the socioeconomic status (SES) of students' families. SES can be determined by the social impact of a person and is often assessed as a combination of family's income, educational and occupational attainment [2,3]. In addition to the SES variables, student absence (unexplained), age, and gender can significantly predict the students' academic performance. ...
... In addition to the SES variables, student absence (unexplained), age, and gender can significantly predict the students' academic performance. The relationship between students' family background and achievement is often seen as an important topic in regard to equality and equity of educational provision [2]. Many studies show a strong association between SES and students' academic performance. ...
Quality education is an essential tool for students’ cognitive, intellectual, social, and personal development and to makes them responsible citizens of any nation. Identifying students’ strong and weaker intellectual skills and subject areas is essential for a continuous learning cycle and educational policymaking. So, to enhance the student's overall growth as an individual, we need to analyse and predict the students’ academic performance. This paper studies the impact of socioeconomic factors on students’ academic performance using Jawahar Navodaya Vidyalaya (JNV) case study. JNVs are the schools established to provide quality education to the unprivileged and rural students. We collected 257 students’ data from (JNV) Khunga Kothi, Jind, Haryana, India, of five successive batches to examine their academic achievements from admission in 6th to their passing 10th class. The results show that the students’ socioeconomic variables, such as caste, residence, and father occupation, impact their academic performance in the 6th class but cease to do so after five years of their residential study. Moreover, the female students performed significantly better than the male students. Furthermore, we observed the difference in the students’ performance from admission to five years. The results indicate improvement in performance and a strong correlation between the 6th and 10th class marks. Therefore, we proposed a regression model that predicts the students’ performance to help the students at an early stage. Observations also suggest that delivering better learning opportunities to the students belonging to the unprivileged classes can improve their academic performance.KeywordsStudents’ academic performance predictionRegression analysisSocio economic statusSESAcademic performance-Jawahar Navodaya Vidyalaya
... However, there is no consensus among researchers regarding which measures should be used in any one analysis (Entwistle & Astone, 1994;Hauser, 1994) and there have been calls for a more theory-based approach to the measurement of SES (Harwell, 2018). In international studies, the additional caveats imposed on the validity of background measures and the cross-national comparability of family background measures present ongoing challenges for researchers in this area (see Buchmann, 2002;Brese & Mirazchiyski, 2013;Caro & Cortés, 2012). ...
The International Civic and Citizenship Education Study (ICCS) assumes that the individual student is located within overlapping contexts of school and home. Both these contexts form part of the local community which, in turn, is embedded in the wider subnational, national, and international contexts. Students’ knowledge, attitudes, and dispositions for engagement are thus conceived because of interactions with multiple civic communities, in addition to formal education. Within the study, four different contexts are taken into consideration: the context of the wider community (including factors located at local, regional, national and global levels); the context of schools and classrooms (including variables related to the school as a learning environment and to teacher and learning processes); the context of home and peer environments (factors related to students’ out-of-school civic activities and experiences); the context of the individual (factors related to individual students’ characteristics and their social and family backgrounds). The contextual variables are grouped into two types: antecedents (that shape how student learning and acquisition of civic-related understandings and perceptions takes place) and processes (including variables related to civic-related learning and the acquisition of understandings, competences, and dispositions). This chapter presents aspects of continuity with the previous cycles of ICCS as well as new aspects included in ICCS 2022.KeywordsContexts for civic learningSchools as learning environments for civic and citizenship educationCurricular approaches to civic and citizenship educationDelivery of civic and citizenship educationTeacher preparation for civic and citizenship education
... Kouluissa, joissa oppilaiden vanhempien keskimääräinen vauraus, koulutustaso ja ammatilliset asemat olivat korkeimpia, myös matematiikan keskiarvo oli selvästi korkeampi (Kupari & Nissinen, 2013, s. 23). Myös kodin kielitaustalla on havaittu olevan tärkeä matematiikan oppimistuloksia selittävä tekijä kansainvälisissä tutkimuksissa (Brese & Mirazchiyski, 2010;Stanat & Christensen, 2006). Suomessa kielitaustalla, joka on muu kuin suomi tai ruotsi, on havaittu selkeä yhteys heikompiin oppimistuloksiin (mm. ...
The importance of mathematical sciences is clearly of significance to
society, but not enough students proficient in mathematics at school apply for university places and jobs in the field of mathematics, and especially women are underrepresented there. We need more national research about students who do very well in mathematics. This thesis provides valuable information about mathematically high-achieving students’ characteristic features, needs and educational choices, providing information that education policy can profit from. The study is based on the longitudinal data collected by the National Board of Education and the Finnish Education Evaluation Centre. The data consist of pupils belonging to the same age group who were followed from the 3rd grade of primary school to the end of upper secondary level between 2005 and 2015. The data were collected through exams and surveys and consist of information about students’ mathematical competence, attitudes and background variables related to the individual and the social environment.
The thesis examines mathematically high-achieving students who do
very well in mathematics. The success is seen as a potential that develops according to a socio-cognitive model in the interaction of factors between the individual and the social environment. The definition of high-achieving students was based on success in the national examination of mathematics in the 9th grade (Study I and Study II) and success in the matriculation examination of advanced mathematics (Study III).
The thesis focused on answering five main questions in three studies.
The aims were to find out 1) what kind of students develop into high-achieving students and what kind of educational choices do they have, 2) what is the connection between mathematically high-achieving student’s mathematical competence and attitudes, 3) how does high-achieving students’ home background explain the development of mathematical competence and educational choices, 4) how do pedagogical teaching solutions explain the development of mathematically high-achieving student’s mathematical competence and attitudes, and 5) how do mathematically high-achieving boys and girls differ from each other. The relationships between the variables were analysed using multivariate methods. The most important methods were the different forms of regression analysis and decision tree analysis. These methods improved each other, recognizing both linear and nonlinear relationships between variables.
According to the results, mathematical skills of high-achieving students in the 9th grade varied during primary school. About 40 % of high-achieving students in the 9th grade were in the top ten in the 3rd grade and about 65 % in the top ten in the 6th grade. Almost all high-achieving students (92%) applied to upper secondary general school and about 60 % of high-achieving students in the 9th grade were also highest achieving at the end of upper secondary school.
The results indicated that the students’ previous competence, positive
self-concept and the educational level of their parents explained the
development into a mathematically high-achieving student. Teaching-related solutions did not directly contribute to the students’ development into a high-achieving student, but teaching-related solutions were relevant in reinforcing positive attitudes. The results indicated that special attention should already be paid to strengthening mathematically high-achieving girls’ attitudes in primary school. The attitudes of mathematically high-achieving girls developed to a higher level than mathematically high-achieving boys at the lower secondary level and upper secondary level. This study suggests that solutions related to student-centredness that take into account students’ individual needs were key to strengthening positive
attitudes. However, more research is needed on how well the individual needs of mathematically high-achieving students can be supported when there are large differences in skill levels and the need for support between students in the same classroom.
... Parental occupations may reflect education levels, income levels, and social status (Brese & Mirazchiyski, 2013;Egalite, 2016). For urban students, their parents may have a higher income and social status occupation and seems to provide more supports for their children's studies and in field work. ...
The study examined contemporary Chinese novels that depicted the social changes in rural and urban areas. We analyzed the texts using several quantitative methods of stylometry (lexical richness, activity, descriptivity, nominality, cluster analysis of the most frequent words) and corpus linguistics (keywords). We focused on the differences (both in style and in content) between contemporary fiction depicting life in Chinese rural and urban areas. The results revealed that rural stories are more dynamic (active), focusing more on the plot with a simpler description and a smaller vocabulary.
... It is noteworthy that SES is a composite index and the influence of SES over child language development is multifaceted. Family characteristics such as income, occupation, household possessions, family structure, and parental educational attainment are found as reliable indicators of SES (Brese & Mirazchiyski, 2013 (2008) found a difference of nine months for 36-month-old American children whose family income was below the poverty line (as defined by their government). In a CDI-based study, Arriaga et al. (1998) compared the vocabulary in production of American children (M = 23.49 ...
The MacArthur-Bates Communicative Development Inventories (CDIs) are one of the most widely adapted sets of parent-report instruments for assessing young children’s early vocabulary acquisition (Fenson et al., 2007; Frank, Braginsky, Marchman, & Yurovsky, 2021). The MacArthur-Bates Communicative Development Inventories (CDIs) are valid and reliable not only with children who are developing typically (Fenson et al., 2007, 1993; Pan, Rowe, Spier, & Tamis-Lemonda, 2004; Rescorla, Ratner, Jusczyk, & Jusczyk, 2005; Law & Roy, 2008), but also with children developing atypically (Galeote, Checa, Sánchez- Palacios, Sebastián, & Soto, 2016; Luyster, Lopez, & Lord, 2007; Mayne, Yoshinaga-Itano, Sedey, & Carey, 1998; Mayne, Yoshinaga-Itano, & Sedey, 1999; D. Thal, DesJardin, & Eisenberg, 2007). The CDIs provide extensive insights into children’s vocabulary sizes, yet they rely on parents’ knowledge of their children. Furthermore, the completion of each CDI is time-consuming as the parent has to assess their child’s word knowledge item-by-item, often amounting to 600 words or more. Although previous efforts were made to develop 100-item short-form versions, it is time-consuming to develop short-forms for each language, and their administrations remain a considerable time investment for parents when completing such forms. The process of completing CDIs is made even more laborious, when having to fill out CDIs for several languages, for children exposed to more than one language, such as most children from Malaysia, a linguistically diverse country, where bi- and multilingually-exposed children constitute a significant proportion of the population. Hence, the objective of the current project is two-fold: 1) to collect the first Malaysian early vocabulary data using an adaptation of the CDI forms and provide insights into Malaysian children’s early language development; and 2) to develop CDI-based novel vocabulary assessment tools, with the aim of improving the administration of CDIs and examining the viability of a CDI-based toddler-directed word comprehension assessment tool using tablets to supplement the parental reports. The first part of the thesis adopted the MacArthur-Bates Communicative Developmental Inventories - Malaysian version (MCDI-M), a trilingual form developed by Low (2009) to examine the early vocabulary trajectories of young Malaysian children, along with a quantification of environmental effects on the language development of these children, and examining the composition of early vocabularies, i.e., the acquisition of nouns and verbs. The second part of the thesis introduced two novel early vocabulary assessment tools. First, a language-general, Bayesian-inspired item response theory-based framework was developed – based on prior work by Mayor and Mani (2018) and Makransky, Dale, Havmose, and Bleses (2016) (MM-IRT) in order to reduce the number of items needed to assess children’s language. This framework was evaluated using data sampled from the Wordbank database in English, Danish, Mandarin and Italian. The framework was then applied to two sets of MCDI-M dataset to evaluate the possibility of using this set of innovations in the context of multilingual children in Malaysia. Second, a toddler-based version of CDIs, using tablets, was evaluated with the aim of directly assessing each child’s language skills, and was evaluated empirically. In sum, the first part of this thesis found the use of MCDI-M as an effective early vocabulary assessment tool for Malaysian children, whereas the second part of this thesis paved the way towards the application of rapid yet robust language assessments powered by MM-IRT, to be used in clinical settings, and demonstrated the viability and convergence of using tablets for direct-measure of language skills.
TIMSS 2019 is the seventh international Trends in International Mathematics
and Science Study. The study is conducted every fourth year within
the framework of the IEA (International Association for the Evaluation of
Educational Achievement). It is the fifth time Denmark is represented in
TIMSS and the fourth study to involve Year 4 students. The Danish study
was conducted at the National Centre for School Research at the Danish
School of Education, Aarhus University, with funding shared equally
between the Danish Ministry of Children and Education and Faculty of
Arts, Aarhus University.
Objective: This study aimed to investigate the factors affecting students' academic achievement based on Thames international test data. Methods: The method of this study is quantitative comparative. The statistical sample of this study consists of eighth-grade students from 57 countries who participated in the 2015 Thames International Test. The data set was analyzed using the fuzzy logic approach. Results: The necessary and sufficient individual conditions showed that the conditions of the relationship between home and school, school social atmosphere, students' attitudes, and educational activities in the classroom are each a necessary condition, and family background is a sufficient condition for achievement (academic achievement). Conclusion: In the causal and combined causes, among the many causal paths, only one causal path based on theoretical and experimental adequacy criteria (coverage and adaptation coefficient) was of theoretical and experimental importance was necessary. In this causal path, family background and the relationship between home and school in combination provided a sufficient turning point in the occurrence of the desired result (academic success).
This study investigated the multilevel dimensionality of socioeconomic status and its relationship to reading achievement in 23 countries. Different factor structures of SES were found at different levels' observations and in different countries. The study showed that the cultural dimension strongly related to student reading performance, while the school general capital dimension explained a large part of the between-school reading achievement differences. Most interestingly, the factor relationship between SES and reading achievement at the school level varies greatly across countries. It was argued that these variations might be due to the differences in the centralized versus decentralized educational finance, tracking mechanism and some social characteristics in different countries.
Socioeconomic Status, Parenting, and Child Development presents cutting-edge thinking and research on linkages among socioeconomic status, parenting, and child development. The contributors represent an array of different disciplines, and approach the issues from a variety of perspectives. Accordingly, their “take�? on how SES matters in the lives of children varies. This volume is divided into two parts. Part I concerns the constructs and measurement of SES and Part II discusses the functions and effects of SES. Each part presents four substantive chapters on the topic followed by an interpretive and constructively critical commentary. The chapters--considered as a whole--attest to the value of systematically examining the components of SES and how each flows through an array of specific parenting practices and resources both within and outside the home environment to help shape the course of child development. The result is a more fully delineated picture of how SES impacts the lives of children in the 21st century--a picture that contains a road map for the next generation of studies of SES and its role in the rapidly evolving ecology of family life. © 2003 by Lawrence Erlbaum Associates, Inc. All rights reserved.
Le livre étudie dans une perspective comparative les configurations historiques du travail et de la mobilité sociale. Cette classification des professions permet aux chercheurs de pays différents de communiquer entre eux et de faire des comparaisons internationales à travers les 19e et 20e siècles dans les domaines sociaux, économiques et autres de l'histoire.
