School effect on decreasing achievement gap between urban and rural middle school students

박성호,

doi:10.32465/ksocio.2012.22.1.004

Cited by 6 publications

(3 citation statements)

References 4 publications

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“…For example, Li ( 2016 ) reported that insufficient support, such as low-expertise teachers and a lack of funding, negatively influenced rural–urban inequalities in basic education in China. In Korea, Park ( 2012 ) analyzed the academic gaps between urban and rural areas during 2005–2007 and identified achievement gaps related to socioeconomic background and education support. However, the author also found that supportive school climates in rural areas, such as eup (towns) and myeon (townships), reduced the academic gaps between urban and rural areas.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Reduced in-person learning in COVID-19 widens student achievement gaps in schools

Shin

An²,

Soon-young

2023

Asia Pacific Educ. Rev.

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This study aims to examine the impact of reduced in-person learning during COVID-19 on students’ academic achievement gaps focusing on rural–urban and in-school disparities. To this end, first, we investigated the regional disparity of student performance between Seoul and Gangwon, representative areas of urban and rural regions in South Korea, using t test analysis. Second, we conducted a regression analysis to analyze how the number of in-school days is associated with the student performance gap by controlling the regions. Our findings from the two analyses can be summarized as follows: First, we observed a difference in patterns between the two regions. In Seoul, student performance was polarized at the two ends of the grade spectrum, whereas in Gangwon Province, achievement declined overall between pre- and post-COVID-19. Second, in the case of Seoul, the proportion of mid-range achievement students decreased after COVID-19, whereas in Gangwon Province, COVID-19 did not have a significant effect on students’ B, C, and D grades. Third, regardless of region, more in-person learning was associated with a higher portion of mid-range grades. Based on the findings, we suggested several policy implementations to cope with student performance gaps, which can facilitate the governmental response to nationwide crises that may emerge in the future.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Reduced in-person learning in COVID-19 widens student achievement gaps in schools

Shin

An²,

Soon-young

2023

Asia Pacific Educ. Rev.

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“…They found that the achievement gap between rural and urban areas arose due to students' family background, such as parents' expectations about students' educational attainment and parents' investment in private education whereas school contexts, such as school size and school finance did not affect students' achievement. Park [5] analyzed KELS: 2005 datasets with multilevel modeling and found that variables related to students' SES, such as household expenditure on private education were the main factors that led to achievement gap between rural and urban students. However, the author found that the positive school effect, such as a positive academic climate and student-teacher relationship reduce the achievement gap between rural and urban students and thus suggested that schools in rural areas have to be supported to build a positive school climate.…”

Section: Educational Gap Between Rural and Urban Areamentioning

confidence: 99%

“…Recently in South Korea, the social and economic gap between rural and urban areas is widening, and the educational gap seems to be widening accordingly. In the field of education, previous studies [4] [5] were conducted to explore the educational gap between rural and urban areas. Kim [6] argued that legal grounds need to be presented to bridge the educational gap between cities and rural areas.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effects of Student and School Socioeconomic Status on Student Academic Achievement between Rural and Urban Areas in South Korea

Koo

2023

APJCRI

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Recently in South Korea, the social and economic gap between rural and urban areas is widening, which reduces the number of students and schools in rural areas and accelerates the aging and devastation in these regions. If students' academic achievements are influenced by their home, school, and region, fairness in education can be questioned. This study aimed to explore whether students' circumstances, such as their socioeconomic status (SES) and their school's SES affect their achievements, comparing the results in rural and urban areas. This study used multilevel modeling as its statistical tool. This study identified student and school-level variables that affect students' reading, mathematics, and science achievement by analyzing the results of the South Korean Programme for International Student Assessment (PISA) 2015 sample. The effect of students' SES and their schools' SES on student achievement in rural areas was found to be much greater than that in urban areas. Furthermore, this study found that the estimates of contextual effects of school SES on Science, Reading, and Mathematics in rural areas are greater than in urban areas, which means the academic achievement of students attending rural schools is more affected by school SES than those attending urban schools. The results of this study imply that students attending low SES schools in rural areas have unequal access to educational resources in their families and schools compared to those in high SES schools thus educational strategies or policies to support those students are needed.

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Disparities in Dream Capital Among Adolescents: Focused on the Role of Arts Education in Schools of South Korea

Kim,

Ahn

2023

Studies in Art Education

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School effect on decreasing achievement gap between urban and rural middle school students

Cited by 6 publications

References 4 publications

Reduced in-person learning in COVID-19 widens student achievement gaps in schools

Reduced in-person learning in COVID-19 widens student achievement gaps in schools

Exploring the Effects of Student and School Socioeconomic Status on Student Academic Achievement between Rural and Urban Areas in South Korea

Disparities in Dream Capital Among Adolescents: Focused on the Role of Arts Education in Schools of South Korea

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