The School Compositional Effect of Single Parenthood on 10th-Grade Achievement

Pong, Suet‐ling

doi:10.2307/2673220

Cited by 141 publications

(120 citation statements)

References 24 publications

Supporting

Mentioning

110

Contrasting

Unclassified

Order By: Relevance

“…Thus, students from more prestigious social class backgrounds tend, on the average, to perform better in pre-16 science subjects than their peers (Hogrebe et al 2006). However, to a large extent this is nothing to do with science itself (Pong 1997). It is an international phenomenon appearing in science, literacy and numeracy (Marks 2007).…”

Section: Science and Pre-16 Participationmentioning

confidence: 99%

The impact of socio‐economic status on participation and attainment in science

Gorard

See

2009

Studies in Science Education

104

View full text Add to dashboard Cite

In this paper we combine the findings from two recent studies relating to participation and attainment in school science -a re-analysis of existing official data for England ) and a review of wider international research evidence in the literature relevant to the UK . Although the secondary data are drawn mainly from England, the comprehensiveness of these datasets, together with our inclusion of a review of international studies on maths and science participation (such as Wobmann 2003, Marks 2007, provides a useful reference point for an international audience. The research was prompted by concerns over a reduction in the uptake of the physical sciences post-16 and especially in higher education (HE), and interest in ways of encouraging the study of science by students from less prestigious socio-economic status (SES) backgrounds. Such concerns are not unique to the UK (Berends et al 2005, Fullarton et al 2003, Khoury and Voss 1985, Yang 2003. Using large-scale official datasets we show that participation and attainment in science are stratified by socio-economic status (SES). Students from poorer families are less likely to take sciences at post-16 than many other subjects, and those who do are then less likely to obtain grades high enough to encourage further study of the subject.No conclusive evidence has been found to explain this satisfactorily. Plausible reasons suggested in the literature include the relative scarcity of local opportunities putting off those who do not wish to study away from home, or the perceived time demands of studying science, and so the difficulties of combining part-time study and part-time work for those needing to continue earning while studying. Direct support from professional parents may also lead to greater participation in post-16 science for students from higher SES. Perhaps the simplest explanation is that participation in science at any level is often predicated upon success at the previous educational stage. There are clear differences in science attainment at age 16 between students of differing backgrounds, which could explain the subsequent differential participation. However, these differences are not dissimilar to those for all subjects. The largest gap presented in the paper is between students eligible and not eligible for free school meals (FSM). We also show that these patterns appear early in the life of children. At ages 7 and 11, attainment in the three core subjects (English Maths and Science) is negatively related to living in an area of deprivation. The paper ends with a discussion of suggestions for research, policy and practice, emerging from this review of the evidence.

show abstract

Section: Science and Pre-16 Participationmentioning

confidence: 99%

The impact of socio‐economic status on participation and attainment in science

Gorard

See

2009

Studies in Science Education

104

View full text Add to dashboard Cite

show abstract

“…The majority of research on social capital has focused on its positive benefits. Among other things, this research has shown that social capital promotes social support, boosts physical health, improves academic performance, and increases job contacts (Granovetter 1985;Hurlbert, Haines, and Beggs 2000;Pong 1998). However, the tendency to focus on social capital's positive effects has recently drawn a chorus of criticism from scholars who point out that social capital need not necessarily produce positive consequences, and that it may even produce negative results (Fiorina 1999;Paxton 1999Paxton , 2002Portes 1998;Putnam 2000).…”

Section: Social Capital Too Much Of a Good Thing? American Religiousmentioning

confidence: 99%

Social Capital, Too Much of a Good Thing? American Religious Traditions and Community Crime

2005

View full text Add to dashboard Cite

“…In dit onderzoek richten wij ons op de schoolcontext en bestuderen het effect van het percentage leerlingen uit eenoudergezinnen per school op de schoolprestaties van kinderen uit zowel eenoudergezinnen als tweeoudergezinnen. Uit eerder onderzoek is reeds gebleken dat er een negatieve invloed uitgaat van het aantal leerlingen uit eenoudergezinnen per school op de prestaties van leerlingen op die school (Pong, 1997(Pong, , 1998. Dit onderzoek is echter alleen in de Verenigde Staten uitgevoerd en het is dus onduidelijk of dit Amerikaanse onderzoeksresultaat ook opgaat voor andere landen.…”

Section: Inleiding En Probleemstellingunclassified

“…Uit deze figuur kunnen wij afleiden dat, in vergelijking met kinderen die bij hun beide ouders wonen, kinderen uit alleenstaande moedergezinnen in alle 25 OECD landen gemiddeld vaker op scholen zitten met hogere percentages leerlingen uit eenoudergezinnen. Dit suggereert dat de uitkomsten die Pong (1997Pong ( , 1998 …”

Section: Beschrijvende Analyseunclassified

Goede bedoelingen in het onderwijs : Kansen en missers

Dronkers¹

2011

View full text Add to dashboard Cite

The School Compositional Effect of Single Parenthood on 10th-Grade Achievement

Cited by 141 publications

References 24 publications

The impact of socio‐economic status on participation and attainment in science

The impact of socio‐economic status on participation and attainment in science

Social Capital, Too Much of a Good Thing? American Religious Traditions and Community Crime

Goede bedoelingen in het onderwijs : Kansen en missers

Contact Info

Product

Resources

About