Economic Development and the Effects of Family Characteristics on Mathematics Achievement

Schiller, Kathryn S.; Khmelkov, Vladimir; Wang, Xiaoqing

doi:10.1111/j.1741-3737.2002.00730.x

Cited by 75 publications

(66 citation statements)

References 12 publications

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“…Our results related the effect of family income and parent education validate previous studies which analyze the relationship between family SES and educational achievement (Blanden & Gregg, 2004;Chevalier, Harmon, O'Sullivan, & Walker, 2005;Chevalier & Lanot, 2002;Davis-Kean, 2005;Ferreira & Gignoux, 2010;Fuchs & Wößmann, 2004;Hanushek & Luque, 2003;Kalender & Berberoglu, 2009;Schiller, Khmelkov, & Wang, 2002;Tansel, 1998Tansel, , 2002Tomul & Savaşçı, 2010).…”

Section: Parent Education and Family Incomesupporting

confidence: 77%

Determinants of Academic Achievement of Middle Schoolers in Turkey

Börkan¹,

Bakış²

2016

EDUC SCI-THEOR PRACT

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The purpose of this study is to discuss student and school factors, including cross level interaction, that cause inequalities in seven and eighth grade students' achievement in Turkish context by using national achievement test scores with a multi-level statistical approach. Our results are in line with most other studies with similar purpose. Our results show that approximately 17% of the variation in student test scores is explained by differences between schools, while the remainder of the variation is accounted for by within-school factors. Our results highlight that student-level variables alone explain nearly 73% of the between-school variance and approximately 19% of the within-school variance in student achievement scores. Our school-level variables explain a relatively small amount of the variation, approximately 5%. This has demonstrated that between-and within-school differences in student achievement are largely accounted for by the socio-demographic background of students. This is in line with the Coleman Study findings; the effect of school characteristics on student achievement was modest compared to the effect of students' socio demographic characteristics. Our results also show that average parent education and income, full-day schooling, attending an urban school and the percentage of female students in the classroom mediate the relationship between student-level variables and student test scores.

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Section: Parent Education and Family Incomesupporting

confidence: 77%

Determinants of Academic Achievement of Middle Schoolers in Turkey

Börkan¹,

Bakış²

2016

EDUC SCI-THEOR PRACT

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“…İlgili araştırmalar, başarıya etkisi bakımından okul kaynaklı değişkenleri incelemiştir. Bunlar arasında okulun etkinsin çok az ya da hiç olmadığını, okul dışı değişkenlerin özellikle çocukların sosyo ekonomik durumlarının daha etkili olduğunu gösteren çalışmalar bulunmaktadır (Coleman, 1988;Gregg ve Machin, 1999;McNeal, 1999;Parcel ve Dufur, 2001;Schiller, Khmelko ve Wang, 2002). Ancak okulların imkânlarını iyileştirerek ya da okul değişkenlerini kontrol ederek akademik başarının artabileceğini ifade eden araştırmalar da bulunmaktadır.…”

Section: Introductionunclassified

Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

Aslan

2017

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“…Wealthier countries might provide more public resources (e.g., school teachers, library books) that can substitute for family resources (Blossfeld & Shavit, 1993;Schiller, Khmelkov & Wang, 2002), thereby weakening the link between family resources and student achievement (public resources substitution hypothesis). However, high-SES families might use their superior resources to create other advantages for their children (e.g., hiring admissions coaches for their children's college applications), resulting in similar links between family variables and achievement across poor and wealthy countries (social reproduction hypothesis; Baker et al, 2002;Blossfeld & Shavit, 1993).…”

Section: Country Resources and Cultural Valuesmentioning

confidence: 99%

Families, economies, cultures, and science achievement in 41 countries: Country-, school-, and student-level analyses.

Chiu¹

2007

Journal of Family Psychology

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This study examines the links between students' families and science achievement across many countries. Science tests and questionnaire responses of 107,834 fifteen-year-olds in 41 countries were analyzed with multilevel analyses. Students had higher science scores if they were native born, lived with two parents, lived without grandparents, lived with fewer siblings (especially older ones), had more educational resources, had more family involvement, lived in wealthier countries, or lived in countries with more equal distributions of household income. In wealthier countries, family involvement, blended families, and number of siblings showed stronger links to science scores. Science achievement was more strongly linked to family socioeconomic status (SES) and educational resources in more egalitarian cultures and to single parents, family SES, resident grandparents, and birth order in more individualistic cultures. Hence, family constructs were linked to academic achievement in all 41 countries, and the links were stronger in more economically and culturally developed countries.

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Economic Development and the Effects of Family Characteristics on Mathematics Achievement

Cited by 75 publications

References 12 publications

Determinants of Academic Achievement of Middle Schoolers in Turkey

Determinants of Academic Achievement of Middle Schoolers in Turkey

Determinants of Student Successes in Transition from Basic Education to Secondary Education (TEOG) Examination: An Analysis Related to Non-School Variables

Families, economies, cultures, and science achievement in 41 countries: Country-, school-, and student-level analyses.

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