In contrast, functional school resources (school instructional programmes, educational resources) and parental involvement benefiting school improvement were not associated with school SES. We use cookies to improve your website experience. In addition to contextual variables, the present study examines how four methodological variables (number of school SES indicators, measurement level of student outcome data, type of studies, sources of school SES data) may moderate school SES effects for the following reasons. A systematic and meta-analytic review, https://doi.org/10.1016/j.ijer.2019.05.009, Socioeconomic status and academic outcomes in developing countries: A meta-analysis, Do children who read more books know what is good writing better than children who read less? This search was complemented by two sets of manual searches of relevant studies that might be missed from the computer searches. No potential conflict of interest was reported by the author(s). We aim to answer the following research questions: Do union effects vary with the SES of districts? school leadership, school climate, teacher capacity) suggests that ethnic minority students may be attending less effective schools (indicative of school segregation) measured in terms of the quality of school leadership, school climate, and teacher capacity (King, Citation2013). Results, computed from 85 effect sizes, show that r=.35. schools percentage of ethnic minority students, students prior ability) (Lauen & Gaddis, Citation2013; Marks, Citation2015; Mickelson et al., Citation2013; Snijders & Bosker, Citation2012). In a study conducted by Bhat et. The study also examines the literature that reveals that the socioeconomic status of the parents can significantly contribute in the achievement of good grades at colleges. The association between school SES and students prior ability means that school SES effect sizes may be smaller if students prior ability is controlled. 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. On the other hand, school SES research has been criticised on theoretical and methodological grounds (Armor et al., Citation2018; Zhou & Ma, Citation2021). Keep me logged in. Specifically, school SES was more strongly associated with schools percentage of ethnic minority students and students prior ability than with school processes. The mean effect for social sciences (r=.63) was based on only two effect sizes, so this finding must be interpreted with caution. To see the relationship between the socioeconomic status of the parents and the academic performance of their children's. 2. They were excluded if they met any of the seven exclusion criteria. This finding cautions researchers against committing the ecological fallacy when erroneous individual-level inferences are made from group aggregated data (Robinson, Citation1950). Close this message to accept cookies or find out how to manage your cookie settings. Coding was performed at the effect size level. This study investigates the effects of socioeconomic status on racial achievement gaps. The mean effect for studies using a combined measure of student achievement and attainment was r=.57 but this finding was based on only two effect sizes. Some researchers argue that school resources have negligible or even negative effects on student learning outcomes (Hkkinen et al., Citation2003). Socioeconomic status (SES) encompasses not just income but also educational attainment, occupational prestige, and subjective perceptions of social status and social class. There is no clear evidence as to whether school SES effects are susceptible to the ecological fallacy. This effect size means that school SES differences explained 33.64% of the variance in student learning outcomes. Additionally, it only includes studies written in English. The use of meta-analysis enables us to synthesise findings from the large number of studies examining school SES that have reported different patterns of results for the association between school SES and student outcomes. "Besides other factors, socio-economic status is one of the most researched and debated factor among educational professionals that contribute towards the academic performance of students. Indeed, all except one of the 106 school SES effects measured using this indicator in the present study came from US-based studies; the one non-US-based study was conducted in England and Wales (Walker et al., Citation2005). Researchers also argue that school SES effects are inflated when students prior ability levels are not accounted for (Marks, Citation2015; van Ewijk & Sleegers, Citation2010). Conceptual Framework. 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 is a trusted computer. Register a free Taylor & Francis Online account today to boost your research and gain these benefits: Effects of socioeconomic status and its components on academic achievement: evidence from Beijing-Shanghai-Jiangsu-Zhejiang (China), a Faculty of Education, Beijing Normal University, Beijing, China, b Faculty of Education, The University of Hong Kong, Hong Kong, China, a Faculty of Education, Beijing Normal University, Beijing, China;c Institute of Advanced Studies in Humanities and Social Sciences, Beijing Normal University at Zhuhai, Zhuhai, China, /doi/full/10.1080/02188791.2021.2015286?needAccess=true. In addition to the percentage of students who qualify for free/reduced-price lunch, a US school is classified as having low SES if it is a Title 1 school (Borman et al., Citation2001); Title 1 federal funds are granted to US public schools with a high proportion of students from low-income families to provide academic support to and learning opportunities for disadvantaged students. Intelligence beliefs, goal orientations and childrens academic achievement: Does the childrens gender matter? The study also finds that school SES was not associated with other school processes such as instructional programmes, schools educational resources, and parental involvement benefiting students indirectly. In this cross-sectional study, we used hierarchical multiple linear regression analysis to explore how the independent variables predicted academic achievement in blocks based on data from 6890 students attending 186 schools. Academic risk among inner-city adolescents: The role of personal attributes, The structure of psychological well-being revisited, Journal of Personality and Social Psychology, The factors that affect students academic achievement in Turkey: A meta-analysis study, Hacettepe University Journal of Education, Socioeconomic status and academic achievement: A meta-analytic review of research, Reducing the socio-economic status achievement gap at university by promoting mastery-oriented assessment, Subjective wellbeing in New Zealand teachers: An examination of the role of psychological capital, Journal of Psychologists and Counselors in Schools, Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment, Longitudinal academic outcomes predicted by early adolescents subjective well-being, psychopathology, and mental health status yielded from a dual factor model, Socioeconomic status and school type as predictors of academic achievement, Assessing resilience across cultures using mixed methods: Construction of the Child and Youth Resilience Measure, Encyclopedia of quality of life and well-being research, Gender differences in scholastic achievement: A meta-analysis, Socioeconomic status and well-being during COVID-19: A resource-based examination, Can students be too happy in school? school processes). Socio-economic Status of student's family or parents have great impact upon academic success (Rofikul M., et al., 2017). Therefore, a final pool of 97 studies were included in the present study (Figure 1). Associations between School SES and Student Outcomes. The majority of studies use the percentage of free/reduced-price lunch/schooling as a single indicator to measure school SES, examine school SES effects on student achievement (especially in languages and mathematics) as opposed to student attainment, involve primary and lower secondary students instead of other groups of students, and are contextualised in the US instead of other countries/regions. The present study underscores two teacher-related qualities associated with high-SES schools, namely school climate (e.g. Understanding the effects of socioeconomic status on academic performance is important in determining effective and valid testing for students. 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). However, it should be noted that van Ewijk and Sleegers' (Citation2010) research did not focus on examining school SES while Kim and colleagues (Citation2019) examined student SES. Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine. key factor to determine the academic performance of the students. Poverty among British children: chronic or transitory? There is meta-analytic evidence that school leadership (including their role in building a shared vision and setting high expectations for student learning) is associated with organisational, teacher, and student outcomes (Tan et al., Citation2022), so higher-SES schools may be led by more effective school leaders galvanising the school community to establish a positive climate, and these two processes then contribute to student performance. Sirin [49] reported that SES has a positive and strong impact on a child's academic performance. Second, previous studies suggest that school SES effects may vary with levels of measurement (school, student) of school SES and student outcome variables (Gorard, Citation2006). Therefore, there is no evidence of publication bias in the data. Effective school leadership strategies need to be implemented via teachers to influence student learning (Hendriks & Scheerens, Citation2013). https://doi.org/10.1007/978-0-387-79061-9_2500, Should schools be optimistic? The study also clarifies the moderating influence of various contextual and methodological variables. It is a fact that families where the parents are privileged educationally, socially and economically, promote a higher level of achievement in their offspring. Has data issue: true School socioeconomic status (SES) is studied primarily as a variable to explain academic achievement; however, few previous studies have investigated how SES can influence individual student's academic achievement. Cited by lists all citing articles based on Crossref citations.Articles with the Crossref icon will open in a new tab. for this article. 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