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1 – 10 of 753This study investigated the trends of repetition and dropout rates in Myanmar's lower secondary education before and after the introduction of the “Continuous Assessment and…
Abstract
Purpose
This study investigated the trends of repetition and dropout rates in Myanmar's lower secondary education before and after the introduction of the “Continuous Assessment and Progression System (CAPS)” and probed the dependence of these tendencies on high-, middle- and low- socioeconomic status (SES). The obtained results were then examined to extract effective policy implications for the achievement of universal secondary education as specified in the Sustainable Development Goals.
Design/methodology/approach
Before and after the CAPS introduction at four government secondary schools, grade repetition and dropout rate trends were examined with respect to differences in students' SES. The analysis utilised a sample of 7,272 students from target secondary schools in urban Yangon Region, Myanmar.
Findings
It was found that since the introduction of CAPS, the grade repetition rates had fallen significantly in all SES groups, so was effective regardless of students' SES. The results also demonstrated the influence of unequal CAPS on dropout rates: in the middle-SES group, significant falls to nearly zero post-CAPS implementation. The high-SES group was at ceiling pre- and post-CAPS, so was unaffected. However, in the low-SES group, high dropout rates persisted, indicating that the poor socioeconomic backgrounds of these students significantly reduced the benefits of CAPS.
Originality/value
Rather than using cross-sectional data such as education statistics, this study used longitudinal data based on academic enrollment registries that included information on individual enrollment statuses, which allowed for the relationships between grade repetition, school dropout, education policies and socioeconomic circumstances to be elucidated.
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Juan A. Correa, Pablo Gutiérrez, Miguel Lorca, Raúl Morales and Francisco Parro
This paper aims to study the effect of family socioeconomic status (SES) on academic and labor market outcomes.
Abstract
Purpose
This paper aims to study the effect of family socioeconomic status (SES) on academic and labor market outcomes.
Design/methodology/approach
The authors used a rich data set of administrative records for test scores, individual background and adult earnings of a cohort of agents, covering a period spanning the agents' upper-secondary education and their early years in the labor market.
Findings
The authors find that students with the highest SES obtained a 1.5 standard deviations higher score in the college admission test than students who had the same academic outcomes in the eighth grade test but belong to the lowest SES. Similarly, among students that obtained the same scores in the college admission test, those with the highest SES earned monthly wages 0.7 standard deviations higher than those with the lowest SES.
Originality/value
The findings highlight that family socioeconomic background continues to influence outcomes during individuals’ upper secondary education and early years in the labor market.
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Heather T. Rowan-Kenyon, Rebecca D. Blanchard, Brian D. Reed and Amy K. Swan
This study examines the characteristics that affect college persistence from the first to second year among low-socioeconomic status (SES) high school graduates who enrolled in a…
Abstract
This study examines the characteristics that affect college persistence from the first to second year among low-socioeconomic status (SES) high school graduates who enrolled in a two- or four-year college degree program, using the ELS:2002 database. Specifically, this study compares the influences of student entry characteristics, social and cultural capital, institutional characteristics, and college experiences across SES quartiles. While academic preparation and college support measures were predictors of persistence for all groups, predictors of persistence for low-SES students included measures of academic preparation and talking with faculty or advisors. Implications extend to institutional responses needed to support the success of low-SES students.
Sedat Gümüş, Mehmet Şükrü Bellibaş and Marcus Pietsch
The research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on…
Abstract
Purpose
The research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on students with high and low socioeconomic status (SES) has remained largely unexplored. In the present study, the authors focus on the moderating role of instructional leadership in the relationship between SES and achievement at both the school and student levels.
Design/methodology/approach
Using cross-national Programme for International Student Assessment (PISA) 2015 data, the authors fitted multilevel models to investigate whether the effect of instructional leadership on student achievement in math, science and reading varies across groups of students with the different individual as well as school SES levels.
Findings
Instructional leadership significantly moderates the relationship between school-level SES and student achievement in math, while the moderation effect for individual SES and instructional leadership is not significant for any subject.
Research limitations/implications
This study calls for more research on the moderation role of leadership in the relationship between SES and student achievement, with a specific focus on the integrated models that include the social justice aspect of school leadership.
Originality/value
The authors conclude that while instructional leadership might be beneficial in reducing the achievement gaps between schools, it may not make much difference in terms of reducing the disparity between different SES groups within schools.
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Melissa Evans, Leanne Lester, Richard Midford, Helen Walker Cahill, David Foxcroft, Robyn Waghorne and Lynne Venning
The consequences of problematic alcohol consumption fall heavily on Australian adolescents, with this population at increased risk of death, serious injury and other harm…
Abstract
Purpose
The consequences of problematic alcohol consumption fall heavily on Australian adolescents, with this population at increased risk of death, serious injury and other harm. Research regarding whether gender, socioeconomic status (SES) or locality play a role in young people’s alcohol consumption and related harm is limited in Australia. The purpose of this paper is to determine whether Victorian students’ patterns of alcohol uptake, consumption and related harm differed between gender, SES and locality.
Design/methodology/approach
The study involved secondary analysis of student data from the Drug Education in Victorian Schools harm minimisation drug education programme, undertaken in 21 Victorian government schools over three years The initial cohort of 1,752 students was followed during Years 8, 9 and 10, when their average age would have, respectively, been 13, 14 and 15 years.
Findings
There were no gender differences in drinking uptake, consumption or harm. Students with low SES were more likely to have consumed a full drink of alcohol and also experienced more alcohol-related harm. Students living in a regional/rural area were more likely to have engaged in high alcohol consumption.
Originality/value
The findings of this study highlighted that different student demographics have an impact on patterns of alcohol consumption, vulnerability and harm. Students with low SES, living in a regional/rural area, are more at risk than students with higher SES living in a fringe metro/major regional or metro area. Future school harm minimisation drug education programmes should consider the needs of students with demographics that make them more susceptible to higher consumption and harm.
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Previous quantitative research documents that college students with disabilities do not attain higher education at rates equal to their nondisabled peers. This qualitative study…
Abstract
Purpose
Previous quantitative research documents that college students with disabilities do not attain higher education at rates equal to their nondisabled peers. This qualitative study posits that socioeconomic status (SES) is a determinant of this discrepancy, and explores how SES and disability shape the college experience of New York City (NYC) students with learning disabilities (LDs), specifically.
Methodology
Research findings from semi-structured interviews with students with LDs (n = 10) at a low-SES and a high-SES colleges are presented against the backdrop of administrative data from NYC baccalaureate-granting colleges (n = 44), disability staff surveys (n = 21), and disability staff interviews (n = 9). Examined through the lens of political economy, qualitative data demonstrate the ways colleges create environments that enable or hinder student success through difference in policy implementation.
Findings
Student themes like stress, identity, and entitlement are discussed against the theoretical and empirical exploration of the intersectionality of SES and disability. Socioeconomic differences are linked to variation in students’ college choice, accessing evaluations, requesting accommodations, and receiving supplementary supports.
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Lois Labrianidis, Theodosis Sykas, Evi Sachini and Nikolaos Karampekios
The study examines potential differences in socioeconomic status (SES) and emigration patterns between Greek international students (IS) and non-international students (non-IS…
Abstract
Purpose
The study examines potential differences in socioeconomic status (SES) and emigration patterns between Greek international students (IS) and non-international students (non-IS) and their relationship to the brain drain from Greece.
Design/methodology/approach
The study draws on a unique database including all the Greek PhD holders and provides detailed information on their SES and mobility patterns. Furthermore, an individual-level SES index is constructed including both human capital and socioeconomic indicators to estimate the magnitude of the brain drain in terms of the SES that emigrated abroad between 1,985 and 2,018.
Findings
First, Greek IS have a higher educational, professional and economic status compared to Greek non-IS. Moreover, they exhibit a more international profile, inasmuch as they are more likely to remain abroad after graduation to seek employment. Second, the magnitude of the brain drain in terms of SES emigrated abroad (22.5% of the total) is greater than in terms of individuals who moved abroad (13.4% of the total). Specifically, the SES that outflows with an additional Greek skilled emigrant (that is, an additional IS and non-IS residing abroad) is 1.1 times greater than the SES that remains in Greece with an additional non-IS residing in Greece.
Originality/value
The study contributes to the scientific discussion that relates the SES of IS and highly skilled migrants to brain drain and fills the gap in the relevant literature.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-09-2022-0607.
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The purpose of this paper is to explore the trends of Cambodian government scholarship students’ choice of academic major; the significant association between family socioeconomic…
Abstract
Purpose
The purpose of this paper is to explore the trends of Cambodian government scholarship students’ choice of academic major; the significant association between family socioeconomic status (SES) and Science, Technology, Engineering, and Mathematics (STEM) majors, and the patterns of STEM major choices across demographic and geographical characteristics.
Design/methodology/approach
Descriptive analysis and cross-tabulation statistical tests were employed to analyze the data of 1,000 students drawn from the Ministry of Education, Youth and Sport scholarships database of 2018. The study employed a correlational study design.
Findings
Findings revealed that the Cambodian government scholarship students were more inclined to major in social science than science and engineering-related fields. Findings also positioned that students’ choice of STEM majors was significantly associated with family SES, gender and locality. Students from families with higher SES, male students and students from the provinces were more likely to choose STEM majors than their counterparts.
Originality/value
These findings point to some practical considerations on how to maximize low SES students’ enrollment in STEM majors at a higher education of Cambodia.
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This chapter reports on the findings from an Australian study exploring how best to facilitate the success of students from low socioeconomic status (SES) backgrounds who are…
Abstract
This chapter reports on the findings from an Australian study exploring how best to facilitate the success of students from low socioeconomic status (SES) backgrounds who are studying at regional universities. Interviews with 69 successful students from low SES backgrounds and with 26 stakeholders experienced in supporting these students were carried out across six regional universities. The chapter focuses on one of the key findings to emerge from the study – the criticality of the technology use in facilitating the success of these particular equity group students. The ways in which the use of technology enables flexibility and facilitates connectedness for students are foregrounded as research-based strategies for improving practice within universities.
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Christine Page and Nancy Ridgway
Past consumer socialization research suggests that differences in the consumption patterns of children from dissimilar socioeconomic backgrounds can be attributed to differences…
Abstract
Past consumer socialization research suggests that differences in the consumption patterns of children from dissimilar socioeconomic backgrounds can be attributed to differences in their consumer skills. We suggest, however that children’s consumer environments rather than deficiencies in skills may be able to better explain differences in children’s consumer behaviors. Toward that end, two studies are conducted. In the first, we perform an extensive qualitative evaluation of the consumer environments of children from disparate socioeconomic backgrounds. In the second, we survey the same children to gather data on their consumption patterns. Neighborhood of origin appears to play a large role in the children’s responses.
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