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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.

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.

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.

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.

This study examined the secular trends in socioeconomic inequality in obesity during the period 1971–1994 in the United States. We analyzed the national representative data collected from three waves of the National Health and Nutrition Examination Survey (NHANES) conducted between those years. The Concentration Index was calculated to measure the socioeconomic inequality in obesity across gender, age, and ethnic groups in each survey period. In general, socioeconomic inequality in obesity was reduced between the 1970s and 1990s in women and black men, although the trend was not statistically significant for black women and was stable in white men. Our results indicate that, first, the association between obesity and socioeconomic status (SES) weakened over time, and second, SES inequality was not an important contributor to the dramatic increase in the prevalence of obesity in the United States. Our findings suggest that other social and environmental factors, which have influenced changes in people’s lifestyle, might better explain the increasing overweight problem in the United States. Effective intervention efforts for the prevention and management of obesity should target all SES groups from a population perspective.

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.

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.

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.

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.

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.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-09-2022-0607.

Why some people are motivated to become leaders is important both conceptually and practically. Motivation to lead compels people to seek out leadership roles and is a distinct predictor of leader role occupancy. The goal of our research is to determine contextual (socioeconomic status and parenting quality), interpersonal (sociometric status), and personal (self-esteem and gender) antecedents of the motivation to lead among young adults.

The authors tested the model using two samples of Canadian undergraduate students (Sample 1: N = 174, M age = 20.02 years, 83% female; Sample 2: N = 217, M age = 18.8 years, 54% female). The authors tested the proposed measurement model using the first sample, and tested the hypothesized structural model using the second sample.

The proposed 5-factor measurement model provided an excellent fit to the data. The hypothesized model also provided a good fit to the data after controlling for potential threats from endogeneity. In addition, gender moderated the relationship between sociometric status and affective-identity motivation to lead, such that this interaction was significant for females but not males.

The findings make a practical contribution in understanding how parents, teachers, and organizations can encourage greater motivation to lead, especially among young adults who have faced poverty and marginalization and tend to be excluded from leadership positions in organizations.

The authors conceptualize and test the contextual, interpersonal, and personal predictors of affective-identity motivation to lead among young adults.

This paper's aim is to identify whether community‐level socioeconomic status (SES) predicts: screening test for pre‐diabetes; actual diagnosis of pre‐diabetes; or nutritional counseling.

This is an analysis of 1,348,124 insured adults receiving medical care from Maccabi Healthcare Services (MHS) in 107 MHS clinics throughout Israel. The research population comprised 79 percent of the MHS members over 18 years of age in 2004‐2006. Area level socioeconomic data were drawn from the Israel Central Bureau of Statistics SES index for every geographical area and each MHS clinic in the study was coded from: −1.03 to 2.73 (−1.03 indicating low SES and 2.73+ high SES) according to the SES index for the location. The fasting glucose laboratory test was used for analysis. Pre‐diabetes diagnosis was based on a fasting glucose above 100 mg/dl. Nutritional counseling was defined by dietitian visits in the claims database.

The percentage of insured individuals who underwent blood glucose testing during the study increased with age from 67 percent at ages 18‐45 to 92 percent for age 65 and over. The percentage of individuals diagnosed with pre‐diabetes also increased with age, rising from 4 percent in the younger group to 14 percent in those aged 46‐65 and to 14‐16 percent of 65 and older. The percentage of individuals with pre‐diabetes who visited a dietitian was 16‐27 percent for those under 65 and 14‐17 percent for those over 65 (males and females, respectively). Individuals living in lower socioeconomic areas were less likely to have blood tests. Among tested patients, the prevalence of pre‐diabetes was higher in areas of lower SES and their dietitian visits were less frequent.

In lower SES index areas, there is a need for better identification and treatment of patients.

The paper shows that a proactive approach is needed both to detect pre‐diabetes and to encourage patients to receive nutritional treatment.

The aim of this paper is to compare the performance of area‐based vs individual‐level measures of socioeconomic status (SES).

Using data from the longitudinal surveys of Australian youth (LSAY), a multidimensional measure of individual SES is created. This individual measure is used to benchmark the relative usefulness of socio‐economic indexes for areas (SEIFA), a geographic set of measures often used in Australia to assess the SES of individuals. Both measures are compared in terms of classification bias. The effects of using the different SES measures on participation in post‐compulsory education are examined.

SEIFA measures perform satisfactorily with regard to the aggregate measurement of SES. However, they perform poorly when their use is aimed at channelling resources toward disadvantaged individuals. It is at the individual level that the analysis reveals the shortcomings of area‐based SES measures.

While region based measures are relatively easy to collect and utilise, we suggest that they hide significant SES heterogeneity within regional districts. Hence, the misclassification resulting from the use of regional measures to direct support for low SES groups creates a risk for resource misallocations.

The finding that region‐based measures are subject to significant misclassification has important research and policy implications. Given the increasing availability of individual‐level administrative data, the paper suggests that such data be used as a substitute for geographic SES measures in categorising the SES of individuals.

This paper aims to study the effect of family socioeconomic status (SES) on academic and labor market outcomes.

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.

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.

The findings highlight that family socioeconomic background continues to influence outcomes during individuals’ upper secondary education and early years in the labor market.

The authors explore the relationship between adolescent behavior and subsequent entrepreneurial persistence by drawing on scholarship from clinical psychology and criminology to examine different subtypes of antisocial behavior (nonaggressive antisocial behavior and aggressive antisocial behavior) that underlie adolescent rule breaking. The intersection of gender and socioeconomic status on these types of antisocial behavior and entrepreneurial persistence is also studied.

Using a longitudinal research design, this study draws from a national representative survey of USA adolescents, the National Longitudinal Survey of Youth (1997) (NLSY97). Nonaggressive antisocial behavior was assessed with a composite scale that measured economic self-interest and with a second measure that focused on substance abuse. Aggressive antisocial behavior was assessed as a measure of aggressive, destructive behaviors, such as fighting and property destruction. Entrepreneurial persistence was operationalized as years of self-employment experience, which is based on the number of years a respondent reported any self-employment.

Aggressive antisocial behavior is positively related to entrepreneurial persistence but nonaggressive antisocial behavior is not. This relationship is moderated by gender and socioeconomic status.

These findings contribute to research on the relationship between adolescent behavior and entrepreneurship in adulthood, the effect of antisocial behavior, and demographic intersectionality (by gender and socioeconomic status) in entrepreneurship. The authors surmise that the finding that self-employment for men from lower socioeconomic backgrounds involved in aggressive antisocial behavior was significantly higher compared to others may indicate that necessity entrepreneurship may be the primary driver of entrepreneurial activity for these individuals.

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.

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.

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.

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.

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.