The study is supported by The University of Hong Kong (HKU) Faculty Research Fund. Meta-analytical insights on school SES e . https://doi.org/10.1080/00131911.2023.2184329, https://www.cia.gov/the-world-factbook/field/gini-index-coefficient-distribution-of-family-income/country-comparison, https://www.educationnext.org/what-matters-for-student-achievement/, https://cran.r-project.org/web/packages/metafor/metafor.pdf, https://ideas.repec.org/p/unm/unumer/2016044.html, Medicine, Dentistry, Nursing & Allied Health, % free/reduced-price lunch/schooling Title 1/Non-Title 1 schools, Early childhood education-lower secondary (K-G9), Early childhood education-upper secondary (K-G12), Records on % free/reduced-price lunch Title 1/Non-Title 1 school classification, Measurement level of student outcome data, Schools percentage of ethnic minority students, School leadership (effective leadership, enabling school structure/school design, experience, self-efficacy), School climate (academic expectations/optimism, school security/safety, positive relationships, teachers trust/motivation/commitment/attendance/low mobility, collective responsibility, student discipline/low mobility, supportive learning environment), Teacher capacity (teacher certification, experience, efficacy, professional development, collaboration, autonomy), Instructional programmes (classroom teaching, programme coherence, instructional practices/feedback/curriculum/assessment/monitoring), School educational resources (school resources/facilities, instructional expenditure, teacher-student ratio/class size, use of educational resources), Parental involvement private goods (parental networking, parental trust of schools and principals, family and community involvement), Parental involvement public goods (parent-teacher association membership and attendance, formal school involvement), Students grade levels (reference category=Early childhood education, k=4), Early childhood education-primary (k=5), Early childhood education-lower secondary (k=4), Early childhood education-upper secondary (k=2), Type of schools (reference category=Mixed, k=140), Country/Region (reference category=Non-US country/region, k=62), Number of school SES indicators used (k=218), Measurement level of student outcome data (reference category=Student, k=78), Type of studies (reference category=Thesis, k=112), Sources of school SES data (reference category=Mixed, k=7), Title 1/Non-Title 1 school classification (k=15). We use cookies to distinguish you from other users and to provide you with a better experience on our websites. For example, Marks' (Citation2015) longitudinal study involving achievement of Year 3, 5, and 7 students in Australia found that school SES effects were smaller when student- and school-level prior ability levels were controlled in the analysis. It should be noted that findings for early childhood-lower secondary, early childhood-upper secondary, primary-upper secondary, and lower secondary-upper secondary school students were based on two to four effect sizes. refers to the inequality of academic performance among groups of students (Barton, 2003). The first author coded substantive and methodological aspects for the 97 studies included in the meta-analysis. Studies which may be relevant from an examination of their title and abstract are added to the pool of potential studies derived from the computer searches. Effect sizes from a study that included samples from different countries were separately coded. The 66 research studies were compiled to obtain a sample size of 266,817 subjects. They are also broadly consistent with Kim and colleagues (Citation2019) meta-analytic findings that student SES effect sizes did not differ between literacy/reading and mathematics/science achievement in developing countries. (Log in options will check for institutional or personal access. What school processes are related to school SES? However, most scholars focus on specific processes instead of examining a comprehensive gamut of processes, thereby precluding the identification of more important influences. Both indices ranged from 0 to 1, with smaller values indicating societies that are more equal. The interaction of logical reasoning ability and socio-economic status on achievement in genetics among secondary school students in Nigeria. Published by Cambridge University Press. In a related study, Holzberger and colleagues (Citation2020) meta-analysis found that, compared to schools climate and material and personnel resources, processes such as schools academic press, classroom climate, instructional practices, and provision of out-of-school student activities had larger effect sizes for secondary school students mathematics and science learning. Results, computed from 85 effect sizes, show that r=.35. GINI, being a broad measure of societal inequality, and education GINI, being a specific measure of educational inequality, are important measures of socioeconomic inequality that may moderate the association between school SES and students learning outcomes. The first was a search of articles published in generalist education journals (American Educational Research Journal, Asia Pacific Education Review, British Educational Research Journal, Cambridge Journal of Education, Educational Studies, Journal of Educational Research, Oxford Review of Education, Research Papers in Education, Teachers College Record), school effectiveness journals (Journal of Research on Educational Effectiveness, School Effectiveness and School Improvement), and an educational sociology journal (Sociology of Education). The present study highlights the graded relationship between socioeconomic status (SES) and academic achievement. First, some scholars argue that, compared to school processes, family processes are more powerful predictors of student outcomes, especially when schools become more homogenous due to globalisation (Dumont & Ready, Citation2020; Heyneman, Citation2015), so ascertaining the strength of associations between school SES and students learning outcomes will contribute to the scholarship on the role of schools in student learning. This study aimed to explore the relationships between SES, WB and academic achievement, based on the data from the Programme for International Student Assessment (PISA) in 2018 within the Turkish context. Academic performance prediction is an indispensable task for policymakers. Researchers have sought to investigate how and why school SES levels are associated with students learning outcomes (i.e. Table 4. Two other team members discussed and jointly performed the same coding for these studies. Cited by lists all citing articles based on Crossref citations.Articles with the Crossref icon will open in a new tab. Many scholars endeavour to identify processes mediating school SES effects (Reynolds et al., Citation2014). Additionally, Holzberger and colleagues (Citation2020) meta-analysis compared effect sizes of school processes for students mathematics and science learning outcomes, but it is unclear if these processes are related to school SES. The study also clarifies the moderating influence of various contextual and methodological variables. Students SES refers to their relative access to valued economic, cultural, and social resources that contribute to valued life outcomes. A formal coding scheme was used to record details from the studies (Table 1); it was developed deductively from a broad review of the extant literature and revised to accommodate categories emerging from the coding of the studies when necessary: Study identification details: author(s), publication year, title of study, School SES indicators: home possessions, parental education, family income, %free/reduced-price lunch/schooling, Title 1/Non-Title 1 schools, other single indicator, mixture ( 2 indicators), no information, Types of student outcomes: achievement, attainment, mixture (achievement, attainment), Students subject areas: languages, mathematics, science, social sciences, mixture ( 2 subjects), Processes associated with school SES: school leadership, school climate, teacher capacity, instructional programmes, school educational resources, parental involvement (private goods), parental involvement (public goods), School SES effect size data: associations between school SES and (a) student outcomes; (b) schools percentage of ethnic minority students; (c) students prior ability; and (d) school processes, Student SES effect size data: association between student-level SES and outcomes, Student grade levels: early childhood, primary (G1-6), lower secondary (G7-9), upper secondary (G10-12), early childhood-primary (K-G6), early-childhood education-lower secondary (K-G9), early childhood-upper secondary (K-G12), primary-lower secondary (G1-9), primary-upper secondary (G1-12), lower secondary-upper secondary (G7-12), School types: public, mixture (private, public), Countries: US, non-US, mixture ( 2 countries/regions), Sources of school SES data: students, parents, school administrators, state education department, records on %free/reduced-price lunch/Title 1/Non-Title 1 classification, other source, mixed ( 2 sources), Number of school SES indicators used: 1-6, no information, Measurement level of student outcome data: school, student. After excluding another 13 studies without full text and 71 duplicate studies, the first and two other project team members independently reviewed the full text of the remaining 533 studies. They were excluded if they met any of the seven exclusion criteria. The mean effect sizes for most subjects were large (languages, r=.58, k=89; mathematics, r=.58, k=97; science, r=.55, k=18; combination of subjects, r=.62, k=30). In the US, students from families with income not exceeding 130% of the poverty level qualify for free meals while those from families with income between 130% and 185% of the poverty level qualify for reduced-price meals (Sirin, Citation2005). The two main purposes of the current meta-analysis were (a) to determine the relation between socioeconomic status (SES) of students and academic performance (AP) (b) and evaluate the effect of several potential moderating factors in this relation. Next, mean effect sizes for achievement (r=.59, k=232) and attainment (r=.39, k=7) were large. However, the study reported a substantially larger effect size for school SES (r=0.30) when compared to those for school processes (0.03r.18), so there is a need to identify other processes that are more highly correlated with school SES to better understand compositional effects. The study makes three theoretical contributions. People also read lists articles that other readers of this article have read. Pakingan, Karmia A. Evidence from longitudinal population data, https://doi.org/10.1080/03054985.2015.1006613, Interrater reliability: The kappa statistic, Effects of school racial composition on K12 mathematics outcomes: A meta regression analysis, Mathematics achievement as a function of within- and between-school differences, https://doi.org/10.1080/00313831.2012.725097, State of the art teacher effectiveness and professional learning, https://doi.org/10.1080/09243453.2014.885451, School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis, https://doi.org/10.1016/j.childyouth.2017.09.012, Does the SES of the school matter? Researchers have focused on specific instead of all the six categories of processes, so we do not know which processes are more important than others in explaining school SES effects. Second, high-SES schools may have a more positive climate; school climate encapsulates the social atmosphere of the learning environment in which students learn (Block, Citation2011). Some researchers are concerned with reliability issues using this indicator (Sirin, Citation2005; van Ewijk & Sleegers, Citation2010); for example, the process to determine eligibility for such a scheme is prone to errors and that not all financially needy students will apply for this scheme (Sirin, Citation2005). The five members of the project team searched for studies (journal articles, doctoral dissertations, conference proceedings, reports) examining associations between school SES and (a) student outcomes (achievement, attainment) and/or (b) school processes mediating school SES student outcome relationships in K-12 schools dated 20002020 using six computer databases (Academic Search Complete, British Education Index, ERIC, ProQuest Dissertations & Theses, PsychArticles, PsychINFO). This mini . The paper illustrates the impact of income, occupation on educational attainment of students. It also enables us to compare the magnitude of associations between school SES and different school processes. Drawing on the research findings, this study suggested that the government should (1) further promote education equity with a primary focus on disadvantaged student groups; (2) improve the enrolment policy and increase the diversity of student backgrounds; (3) promote teacher professional development and continuously improve school effectiveness. More specifically, in studies with more than one effect size, different effect sizes were separately coded. for this article. Q tp(uyIn,rH l}F9nV ^d!Q(s/RJ. (3) School disciplinary climate was shown to moderate the effects of SES on academic achievement. 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. van Ewijk and Sleegers' (Citation2010) meta-analysis of the relationship between students peer SES (including classmates and school SES) and achievement found that studies reported larger effect sizes if peer SES was measured using a composite (vis--vis separate indicators). Search terms in abstracts included combinations of relevant keywords (using Boolean operators OR and AND) pertaining to. For example, compared to school and classroom instructional processes, the mean level of student SES (i.e. Most of the variance in effect sizes occurred within studies (level 2; 16.76%) and between studies (level 3; 83.23%); percentage of sampling variance of effect sizes at level 1=0.02%. The most prevalent argument is that the socio-economic status of learners affects the quality of their academic performance. Therefore, school SES effects may vary with students grade levels. How the associations between student achievement and achievement growth influence our understanding of the role of schooling, The influence of socio-economic background and gender on school attainment in the United Kingdom: A systematic review, Gendered habitus and gender differences in academic achievement, https://doi.org/10.1080/09540253.2016.1263290, School vouchers: A survey of the economics literature, School/Family/Community partnerships: Caring for the children we share, https://doi.org/10.1177/0031721711009200326, Racial segregation and school poverty in the United States, 1999-2016, https://doi.org/10.1007/s12552-019-09277-w, Instructional leadership influence on collective teacher efficacy to improve school achievement, https://doi.org/10.1080/15700763.2011.585537, https://doi.org/10.1108/09578230610652024, A multilevel analysis of the relationship between teacher and collective efficacy in urban schools, https://doi.org/10.1016/S0742-051X(01)00032-4, Trust as a mediator of the relationships between poverty, racial composition, and academic achievement: Evidence from Michigan's public elementary schools, https://doi.org/10.1080/00131910500352739, Academic proficiency performance in second and third language: The role of school context, https://doi.org/10.1080/07908318.2018.1427759, What matters for student achievement: Updating Coleman on the influence of families and schools, School resources and student achievement revisited: New evidence from panel data, https://doi.org/10.1016/S0272-7757(02)00060-2, Gender differences and school influences with respect to three indicators of general intelligence: Evidence from Saudi Arabia, School leadership effects revisited: A review of empirical studies guided by indirect-effect models, https://doi.org/10.1080/13632434.2013.813458, The Heyneman/Loxley effect: Three decades of debate. 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