Cross-National Estimates of the Effects of Family Background on Student Achievement: A Sensitivity Analysis

Nonoyama‐Tarumi, Yuko

doi:10.1007/s11159-007-9069-5

Cited by 27 publications

(24 citation statements)

References 14 publications

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“…First, researchers have agreed that multiple SES indicators should be included instead of a single indicator in their studies (Hoffman, 2003;Nonoyama-Tarumi, 2008).…”

Section: The Measurement Of Sesmentioning

confidence: 99%

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A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement

Takashiro

2016

Educ Asse Eval Acc

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The results indicated that at the student level, different aspects of student SES (i.e. number of books, the possession of computers, paternal, and maternal educational achievements were positively related to Japanese student math achievement. At the school level, two aspects of school SES (i.e. less populated schools and economically disadvantaged schools) were negatively related to Japanese student math achievement.Especially, Japanese students who attended schools in less populated areas were more disadvantaged relative to those who attended schools in more populated areas. None of the cross-level interactions were significant, but the random effect for computer slope was significant. ivThe results of the proportional reduction of prediction error explained by both student and school SES were small, meaning the residual variances at student and school SES were small. Small school SES residual variance may indicate a stratification of public middle schools.The findings also showed that maternal educational background was related to their children's odds of participation in extra math lessons after schools. When mothers were more educated, Japanese students were more likely to participate in extra math lessons. From the results of the two study findings, the maternal level of education influenced Japanese students' academic areas.The theoretical applications in the contexts of Japanese culture were also discussed.v

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“…First, researchers have agreed that multiple SES indicators should be included instead of a single indicator in their studies (Hoffman, 2003;Nonoyama-Tarumi, 2008).…”

Section: The Measurement Of Sesmentioning

confidence: 99%

“…The causality of income and poverty on student academic achievement is still controversial (Magnuson & Duncan, 2006). Additionally, income is not a stable indicator and is volatile; one single point of income should not be used as an indicator of permanent income (Hauser, 1994;Magnuson & Duncan, 2006;Nonoyama-Tarumi, 2008).…”

Section: The Measurement Of Sesmentioning

confidence: 99%

A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement

Takashiro

2016

Educ Asse Eval Acc

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“…Methodological debates, particularly with respect to measuring SES, have resulted in varying estimates of SES-based inequality. Different instruments include the number of books in the home (Nonoyama-Tarumi, 2008;Schutz et al, 2008), and whether modeling SES as multidimensional or singular is more appropriate.…”

Section: Cross-country Differences In Within-country Variationmentioning

confidence: 99%

“…Notably, using a variety of approaches, the influence of SES on student outcomes is particularly strong for the United States (Nonoyama-Tarumi, 2008;Schutz et al, 2008;Causa & Chapuis, 2009; but see Woessman, 2004, for contrary findings). However, Sousa and Armor (2010) caution that SES gaps do not account for the overall ranking of the United States compared with other countries.…”

Section: Cross-country Differences In Within-country Variationmentioning

confidence: 99%

“…Cross-national research based on ILSA data indicates that the United States generally exhibits a greater effect of family SES on student achievement (Nonoyama-Tarumi, 2008), larger gaps in access to high-quality teachers (Akiba et al, 2007), and greater ethnic segregation (Alegre & Ferrer-Esteban, 2010). The labeling of the United States as a 'low-track' country could therefore lead to biased estimates of the influence of these variables.…”

Section: Limitations Of Existing Ilsa-based Researchmentioning

confidence: 99%

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Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects

Schmidt

Burroughs

2013

Research in Comparative and International Education

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In this article, the authors review International Large-Scale Assessment (ILSA)-based research over the last several decades, with specific attention on cross-national analysis of mean differences between and variation within countries in mathematics education. They discuss the role of sampling design and 'opportunity to learn' (OTL) indicators to assess the use of ILSAs in examining educational inequalities such as tracking and explore improvements in ILSAs' capacity for studying classroom-level differences in instructional content.

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The influence of socio‐economic background and gender on school attainment in the United Kingdom: A systematic review

Early

Miller

Dunne

et al. 2019

Review of Education

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This narrative systematic review examined relationships between school attainment, socio‐economic status and gender in the United Kingdom from 2000 to 2012. The influence of socio‐economic status was considered at the individual and school level, while gender was examined at the individual level. To ensure consistency among included studies, the Programme for International Student Assessment (PISA) was selected as the attainment measure. Following screening and the application of inclusion/exclusion criteria, 23 studies were included in this review. The most common measures of socio‐economic status were parental occupation, parental education and individual/school mean of economic, social and cultural status. This review found that individual and school level factors of socio‐economic status were consistent in the magnitude and direction of their influence over time. Gender was also a statistically significant indicator of attainment. However, variation was evident in the effects of gender according to the PISA cycle, UK country and subject. This review also provided a critical discussion on the quality of included studies, questioning study reliability owing to variation in reporting sample sizes, data manipulation and summary statistics. The review concluded greater consistency in reporting PISA results, especially descriptive and summary statistics would improve comparability of studies within and between PISA cycles, transparency of methodological approaches and the overall reliability of studies.

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Cross-National Estimates of the Effects of Family Background on Student Achievement: A Sensitivity Analysis

Cited by 27 publications

References 14 publications

A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement

A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement

Opening the Black Box: Prospects for Using International Large-Scale Assessments to Explore Classroom Effects

The influence of socio‐economic background and gender on school attainment in the United Kingdom: A systematic review

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