Factors influencing education achievement

Rainey, Daniel; Murova, Olga

doi:10.1080/00036840404200020544

Cited by 16 publications

(9 citation statements)

References 7 publications

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“…Similar to what Rainey and Murova [9] found for rural districts, that parental educational level of attainment influenced student achievement, this study found (in the case of ACT scores) that parental education is an important factor. As stated earlier several other district level factors were originally considered and were found to play no significant role in student achievement, namely, per pupil spending, overall district achievement, and the percentage of economically disadvantaged students.…”

Section: District Levelsupporting

confidence: 69%

“…In contrast to the lack of research understanding district factors and student performance, there has been a great deal of research on the relationship between school related factors and student achievement. The research has pointed to the influence of student wealth, race, school size, curriculum, teacher preparation, and other variables that were found to predict a reasonable degree of student outcomes [6][7][8][9][10]. For example, Ma and Klinger, in their study of New Brunswick Schools, found that how student and school factors influenced achievement varied over the type of academics examined such that race, gender, and wealth of students is seen as significant predictors of performance.…”

Section: District and School Factors Affecting Student Performancementioning

confidence: 99%

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Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Kaniuka

2014

ISRN Education

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Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools. District and School Factors Affecting Student PerformanceThe association of school district composition or characteristics and student performance is not well documented and when research is available, district size appears to be the factor most often controlled for. For example, Trani [1] found that as district size increased the performance of students in general declined and when coupled with lowwealth students, the performance of these students declined further. These results run counter to other studies that found increases in school district size was associated with higher levels of student performance [2][3][4][5]. It has been suggested that some of the inconsistency in results seems to be contributable to the methods employed to study the hypothesized relationship (see [1]). Including other variables to enhance the understanding how district factors are associated with student performance are wanting and the application of methodological approaches that reflects the organization or schools and districts that may lead to more consistent findings and findings that can be readily applied to district and school reform efforts. In contrast to the lack of research understanding district factors and student performance, there has been a great deal of research on the relationship between school related factors and student achievement. The research has pointed to the influence of student wealth, race, school size, curriculum, teacher preparation, and other variables that were found to predict a reasonable degree of student outcomes [6][7][8][9][10]. For example, Ma and Klinger, in their study of New Brunswick Schools, found that how student and school factors influenced achievement varied over the ty...

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Section: District Levelsupporting

confidence: 69%

Section: District and School Factors Affecting Student Performancementioning

confidence: 99%

Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Kaniuka

2014

ISRN Education

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“…E i is the education of mothers and fathers. Following Peraita and Sanchez (1998) and Rainey and Murova (2004), we control an array of child and household variables contained in the vector X i including the sex and age of the child, the number of children in a household, per capita income and an urban indicator. 2 " i is the error term.…”

Section: Prior Literature and Econometric Specificationmentioning

confidence: 99%

Parental childcare and children's educational attainment: evidence from China

Yao

Zhang

et al. 2005

Applied Economics

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This paper examines the determinants of child educational attainment. In addition to those examined in previous studies, it is found that maternal childcare is another important determinant of child educational attainment. The results are robust after controlling for endogeneity. The IV estimates show that once childcare time is controlled for, child health does not have an effect on school enrolment age. This finding suggests that omitting the childcare time may have biased the estimated effect of child health on school enrolment in previous studies.

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“…al., [8], and Rainey at. al., in [9], found that parents' educational level, concern and better socio-economic condition produce good impact on the quality of education for their children. Voorhis in [10] found somehow same result that was raised Bos et.…”

Section: Literature Reviewmentioning

confidence: 99%