Related Papers
Education and Urban Society
Influence of Social and Community Capital on Student Achievement in a Large Urban School District
2009 •
Bob Algozzine
Review of Regional Studies
Laying the Foundation for Employment: The Role of Social Capital in Educational Achievement
2004 •
Lionel Beaulieu
An Investigation of the Effects of Gender, Socioeconomic Status, Race and Grades on Standardized Test Scores
2000 •
Robert Capraro
The main objective of this study was to show whether eighth graders' performance on standardized mathematics tests could be predicted from a variety of variables. These predictors included gender, race, socioeconomic status, and previously earned grades in mathematics. Data came from the base year of the National Educational Longitudinal Study of Eight Graders (NELS 88). A random sample of 180 students consisting of 30 Black males, 30 Black females, 30 White males, 30 White females, 30 Hispanic males, and 30 Hispanic females were selected from the data set. Multiple regression analysis was used to analyze the data. Females were no less likely to score well on mathematics standardized tests than were their male counterparts. However, there were differences between racial groups. The effects of socioeconomic status varied among groups but were found to be consistently significant across racial lines. (Contains 26 references.) (Author/ASK) Reproductions supplied by EDRS are the bes...
The Relationship between Socioeconomic Characteristics and School-Level Performance Assessment Results
1997 •
Thomas Guskey
The purpose of this study was to investigate the relationship between selected contextual and socioeconomic variables and school-level results from a statewide, performance-based student assessment system. Multiple regression analyses were conducted using data gathered over a three year period from 49 schools in one school district. Results showed that a single socioeconomic variable, the percent of students qualifying for free or reduced lunch benefits, explained a large portion of the variation in scores at all school levels. Contextual or socioeconomic indicators were not, however, predictive of improvements in scores from year to year. Possible explanations for these results and school level differences are discussed, along with implications for performancebased student assessment systems.
It Takes a Family:The Effects of Social and Cultural Capital on Educational Achievement
Cynthia Prasse Collins
The Review of Higher Education
When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males
2010 •
Terrell L Strayhorn
Journal of Professional Capital and Community
A capital idea: exploring the relationship between human and social capital and student achievement in schools
2020 •
Yi-Hwa Liou
PurposeAs accountability policies worldwide press for higher student achievement, schools across the globe are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms, which encourage greater collaboration among teachers, may ultimately support increased student learning. Specifically, this study aims to investigate the relationship between human and social and student achievement outcomes.Design/methodology/approachIn exploring this idea, the authors draw on human and social capital and examine the influence of these forms of capital on student achievement using social network analysis and hierarchical linear modeling.FindingsThe results indicate that teacher human and social capital each have a significant and positive relationship with student achievement. Moreover, both teacher human and social capital together have an even stronger effect on student achievement than either human or social capital alone.Originality/valueAs more schools across t...
The Effects of Social Capital on School Success
Vehbi Çelik, A.RAHMAN Ekinci
The general aim of this study was to determine the effects of social capital levels in general high schools on university entrance exam (OSS) success, according to teacher opinions. A scale consisting of 62 items was developed for this purpose by the researchers. The southeastern Anatolian provinces of Batman, Diyarbakır, Gaziantep and Şanlıurfa were included in the study as they were socially and economically similar and were representative of the region. A total of 969 teachers from 30 general high schools with upper, medium and lower OSS success levels were contacted to obtain their views through questionnaires. The data were analyzed by using one-way ANOVA analysis and multiple regression analysis. The results suggested that the organizational commitment dimension of social capital had a meaningful effect on schools’ OSS success levels.
Education Statistics Quarterly
2000. School-Level Correlates of Academic Achievement: Student Assessment Scores in SASS Public Schools. Research and Development Report
2000 •
Gili S. Drori
Predicting Middle Level State Standardized Test Results Using Family and Community Demographic Data
Chris Tienken, Anthony Colella, Adam Wolfe
The use of standardized test results to drive school administrator and teacher evaluations pervades education policy making in more than 40 states. However, the results of state standardized tests are strongly influenced by non-school factors. The models of best fit (n=18) from this correlational, explanatory, longitudinal study predicted accurately the percentage of middle school students scoring proficient or above on the New Jersey state mandated standardized tests in mathematics and language arts for grades 6-8 during the years 2010, 2011, and 2012 for 70% to 78% of the schools in our statewide samples of New Jersey middle schools (n=292 to 311), using only family and community demographic variables from the US Census. Three demographic variables, (a) percentage of families in a community with income over $200,000 a year, (b) percentage of people in a community in poverty, and (c) the percentage of people in a community with bachelors degrees predicted results accurately in 14/18 of the models. The findings suggest that state standardized test results are not as objective and transparent as advertised by state and federal department of education officials. Some middle level school administrators and teachers might be getting rewarded or punished based on factors that they do not influence.
