Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement

Okpala, Comfort O.; Okpala, Amon O.; Smith, Frederick E.

doi:10.1080/00220670109596579

Cited by 115 publications

(87 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Significant negative correlations occur between all of the achievement test scores and the percentage of students receiving free or reduced-price lunches (p < 0.01). This indicates that classrooms containing a larger percentage of students receiving free or reduced-price lunches also had students with lower achievement scores, in line with previous findings (Okpala et al, 2001). Because a significant relationship occurs between achievement scores and free or reduced-price lunches, this demographic variable was used as a control variable for some of the statistical analyses.…”

Section: Data Analyses and Discussionmentioning

confidence: 72%

Relationships between unoccupied classroom acoustical conditions and elementary student achievement measured in eastern Nebraska

Ronsse

Wang²

2013

The Journal of the Acoustical Society of America

View full text Add to dashboard Cite

Building standards recommend maximum background noise levels (BNL) and reverberation times (RT) for unoccupied classrooms. However, existing research does not show a consistent correlation between these parameters and student achievement. Through in situ testing, this research seeks to determine what acoustical conditions should be attained in elementary schools for students to meet educational goals. Acoustical measurements were conducted in a Nebraska public school system and correlated to achievement scores from students in the surveyed classrooms. Unoccupied BNLs and RTs were gathered in 34 third and 33 fifth-grade classrooms. Additionally, binaural room impulse response measurements were gathered in a subset of the classrooms. The results suggest that student reading and language subject areas may be negatively impacted by higher unoccupied BNLs; to meet the upper half of NE state targets, these levels should be less than 45 dBA. However, the percentage of students receiving free or reduced price lunches is more strongly correlated to achievement than BNLs, and the negative correlations between noise and achievement are not significant when controlling for this demographic variable. One statistically significant relationship that remained when controlling for demographics was that classrooms with lower distortion of frequency-smoothed magnitude values generally had students with higher language scores.

show abstract

Section: Data Analyses and Discussionmentioning

confidence: 72%

Relationships between unoccupied classroom acoustical conditions and elementary student achievement measured in eastern Nebraska

Ronsse

Wang²

2013

The Journal of the Acoustical Society of America

View full text Add to dashboard Cite

show abstract

“…This is even more evident when we compare students from high and low socioeconomic backgrounds using the Duncan index, which ranged from .50 to .60 in 2008 (Valenzuela, Bellei & De los Ríos, 2013). In particular, students from low social background show lower scores on curricular or disciplinary aspects and also for generic math skills associated with their performance (Cerda, Pérez & Melipillán, 2010a, 2010bCerda, Ortega, Pérez, Flores & Melipillán, 2011;Okpala & Okpala, 2001;Ramirez, 2006;Woolley et al, 2008). Perhaps parents of higher social background have and express higher expectations about their children's academic activities, which results in an improvement of their the academic performance, providing more and more varied activities with numbers or simply allowing their children to interact with more resources or materials that support math learning (Byrnes & Wasik, 2009;Ee, Wong & Aunio, 2006;Jordan et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Relationship between Early Mathematical Competence, Gender and Social Background in Chilean Elementary School Population. [Relación entre los niveles de competencia matemática temprana, género y extracción social en la población escolar primaria en Chile]

2014

View full text Add to dashboard Cite

Título: Relación entre los niveles de competencia matemática temprana, género y extracción social en la población escolar primaria en Chile. Resumen: El artículo describe los niveles de competencia matemática temprana que presentan prescolares y estudiantes de primer ciclo de educación primaria chilenos, en los dominios de competencia relacional y numé-rica (N = 1437), evaluados mediante el Test de Evaluación Matemática Temprana versión Utrech (TEMT-U). El estudio permite constatar que existen diferencias significativas en el nivel de competencia matemática temprana, en relación al nivel académico y a la edad cronológica de los niños y niñas, no así respecto del sexo de los escolares y del grupo de extracción social. Los resultados indican que la extracción social y el género no constituyen un factor explicativo asociado a la competencia matemática temprana en niveles iniciales de escolaridad, contrariamente a lo que sucede en años posteriores, indicando que quizás es la calidad de la acción educativa la que marca las diferencias Palabras clave: competencia matemática temprana; extracción social; gé-nero; educación inicial. Abstract:The article describes the levels of early mathematical competence shown by Chilean pre-schoolers and primary students related to relational and numerical competence (N = 1437) that were assessed by means of the Early Mathematical Evaluation Test in its Utrecht version (TEMT-U). The study confirms that there are significant differences concerning early mathematical competence with regard to the academic level and children's chronological age; however, neither gender nor social backgrounds are relevant in that respect. Results show that social background and gender do not represent an explanatory factor related to mathematical competence in initial schooling levels; the opposite happens in later years, which suggests that perhaps it is the quality of the educational action what makes the difference.

show abstract

“…However, research has found positive relationships between expenditures and student outcomes (Summers & Wolfe, 1977;Greenwald, Hedges, & Laine, 1996;Jacques & Brorsen, 2002;Ram, 2004;Li & Tobias, 2005;Hogrebe, KyeiBlankson, & Zou, 2008), though Ilon and Normore (2006) concluded that per-pupil expenditures were the least cost-effective means of resource input for student achievement. While some research (Hanushek, 1986;Hanushek, 1989;Okpala, Okpala, & Smith, 2001) concluded that there was no relationship between expenditures and achievement, Ismail and Cheng (2005) have argued that the results from Hanushek (1986Hanushek ( , 1989 were based on poor data and inappropriate methodology. Archibald (2006) found positive effects of per-pupil expenditures on reading achievement throughout primary and secondary education, while Eide and Showalter (1998) used quantile regression to show that per-pupil expenditures are important for the tail end of the performance distribution, in other words, students at the lowest end of test score distributions benefit significantly from greater expenditures.…”

Section: Pupil-teacher Ratiomentioning

confidence: 99%

The impacts of retention, expenditures, and class size on primary school completion in Sub-Saharan Africa: A cross-national analysis

Ruff¹

2016

IJEPL

View full text Add to dashboard Cite

Education in Sub-Saharan Africa is increasingly viewed as a means of emancipation and a transformative project for social mobility. Developing nations have pursued policies such as universal or free primary education to increase access to education and improve student outcomes. In this study, direct and indirect precursors to primary school completion in Sub-Saharan Africa are analyzed using national cross-sectional data collected by the UNESCO Institute for Statistics. Results show that imbalanced pupil-teacher ratios and high student retention rates are negatively associated with primary school completion. Additionally, the positive relationship between expenditure increase and completion rates is mediated by a negative contribution to pupil-teacher ratios. Results are compared with existing production function research on educational inputs and student success.

show abstract

Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement

Cited by 115 publications

References 14 publications

Relationships between unoccupied classroom acoustical conditions and elementary student achievement measured in eastern Nebraska

Relationships between unoccupied classroom acoustical conditions and elementary student achievement measured in eastern Nebraska

Relationship between Early Mathematical Competence, Gender and Social Background in Chilean Elementary School Population. [Relación entre los niveles de competencia matemática temprana, género y extracción social en la población escolar primaria en Chile]

The impacts of retention, expenditures, and class size on primary school completion in Sub-Saharan Africa: A cross-national analysis

Contact Info

Product

Resources

About