Rural /urban disparities in science achievement in post-socialist countries: The evolving influence of socioeconomic status

Disparities in educational outcomes exist between students in rural areas as compared to students in urban settings. While there is some evidence that these rural disparities are present in eastern Europe, little is known about young peoplesΓÇÖ lives in the rural areas of this region. This paper presents an analysis of science achievement by location (rural v. urban) using all available waves of the Trends in International Mathematics and Science Study (TIMSS). We examined the eighth grade data from five countries: Lithuania, Romania, the Russian Federation, Hungary, and Slovenia. Findings demonstrated that students attending rural schools had significantly lower science scores and that the rural disadvantage grew between 1995 and 2011 in some countries, but became non-significant in others. Overall, family socioeconomic status played an important role in determining the educational outcomes of rural students. The implications of these findings are explored in relation to the United Nations Educational, Scientific and Cultural Organization (UNESCO) 2015 Education for All goals

Students’ Mathematics Learning from Kindergarten through 8th Grade

Students’ Mathematics Learning from Kindergarten through 8th Grade: The Long-Term Influence of School Readiness AbstractWe employed a large nationally representative data set for the U.S. elementary school students, the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), to investigate the relationships between school readiness, measured in the fall of kindergarten, and students’ mathematics learning during the elementary and middle school years, including 8th-grade math course-taking. Main findings: School readiness (math and reading scores, and approaches to learning) showed a strong positive relationship with math scores at the end of each tested grade (1st, 3rd, 5th, and 8th). Students who entered kindergarten with higher math score tended to show a lower rate of math growth. Higher school readiness was strongly and positively associated with a likelihood that a student is taking Algebra I or above in 8th grade. Findings suggest that for minority students and students from lower SES backgrounds, improved school readiness would increase their math achievement

Do Education System Characteristics Moderate the Socioeconomic, Gender and Immigrant Gaps in Math and Science Achievement?

Using data from the 2011 Trends in International Mathematics and Science Study for 45 countries, we examined the size of socioeconomic, gender, and immigrant status related gaps, and their relationships with education system characteristics, such as differentiation, standardization, and proportion of governmental spending on education. We find that higher socioeconomic status is positively and significantly associated with higher math and science achievement; immigrant students lag behind their native peers in both math and science, with first generation students faring worse than second generation; and girls show lower math performance than boys. A higher degree of differentiation makes socioeconomic gaps larger in both math and science achievement, whereas higher governmental spending reduces socioeconomic achievement gaps.  

Les attentes éducatives des familles aux États-Unis

Cet article s’intéresse à la façon dont les familles américaines issues de différentes classes sociales, de divers milieux ethniques, appartenances raciales et communautés d’immigrants, parviennent à s’orienter devant la complexité des choix qui s’offrent à eux dans la « carte éducative » (educational map) et à adapter leurs pratiques parentales afin d’élever le meilleur enfant possible. L’auteure s’appuie sur les études sociologiques classiques, ainsi que sur sa propre analyse d’échantillons représentatifs des élèves américains du primaire), et montre combien les attentes éducatives sont des constructions sociales complexes.This article looks at the way American families from different social classes, a range of ethnic and racial groups and immigrant communities manage to cope with the complexity of choice offered to them by the educational map and how they adapt their parenting to raise the best child they can. The author draws on traditional sociological studies in addition to her own analysis of the representative samples of American primary pupils and shows how educational expectations are complex social constructions.Este artículo se interesa por la manera con la que las familias norteamericanas procedientes de diferentes clases sociales, de distintos medios étnicos, pertenencias raciales y comunidades de inmigrantes, consiguen orientarse ante la complejidad de las elecciones que se les ofrecen en el “mapa educativo” (educational map) y adaptar sus prácticas parentales para criar al mejor niño posible. La autora se apoya en los estudios sociológicos clásicos así que en su propio análisis de muestrarios representativos de los alumnos estadounidenses de primaria, y muestra hasta qué punto las expectativas educativas son construcciones sociales complejas

Students’ Mathematics Learning from Kindergarten through 8th Grade

Students’ Mathematics Learning from Kindergarten through 8th Grade: The Long-Term Influence of School Readiness AbstractWe employed a large nationally representative data set for the U.S. elementary school students, the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), to investigate the relationships between school readiness, measured in the fall of kindergarten, and students’ mathematics learning during the elementary and middle school years, including 8th-grade math course-taking. Main findings: School readiness (math and reading scores, and approaches to learning) showed a strong positive relationship with math scores at the end of each tested grade (1st, 3rd, 5th, and 8th). Students who entered kindergarten with higher math score tended to show a lower rate of math growth. Higher school readiness was strongly and positively associated with a likelihood that a student is taking Algebra I or above in 8th grade. Findings suggest that for minority students and students from lower SES backgrounds, improved school readiness would increase their math achievement

Students’ Mathematics Learning from Kindergarten through 8th Grade

Students’ Mathematics Learning from Kindergarten through 8th Grade: The Long-Term Influence of School Readiness AbstractWe employed a large nationally representative data set for the U.S. elementary school students, the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K), to investigate the relationships between school readiness, measured in the fall of kindergarten, and students’ mathematics learning during the elementary and middle school years, including 8th-grade math course-taking. Main findings: School readiness (math and reading scores, and approaches to learning) showed a strong positive relationship with math scores at the end of each tested grade (1st, 3rd, 5th, and 8th). Students who entered kindergarten with higher math score tended to show a lower rate of math growth. Higher school readiness was strongly and positively associated with a likelihood that a student is taking Algebra I or above in 8th grade. Findings suggest that for minority students and students from lower SES backgrounds, improved school readiness would increase their math achievement

Another model minority? Immigrant scholars from the former Soviet Union in Israeli academia

ABSTRACTThree decades have passed since the start of the largest immigration wave in Israeli history, comprised of around one million Russian-speaking Jews from the FSU. This study examines the professional and personal experiences of individuals from the “1.5 generation” – those who immigrated in childhood – now employed as senior faculty in Israeli academia. Recent studies have examined the integration of immigrants from this “1.5 generation” into Israeli society, and their sense of identity and belonging. However, no study has focused on the integration of this generation within academia. The study uses a narrative approach, emphasising participants’ stories from their own perspectives, focusing on subjective processes of integration and professional identity formation. We employ the notion of cultural, social, and resilience capitals to shed light on integration hurdles faced by immigrants – from a community largely perceived as a model minority within Israeli society – when accessing elite social spaces. Our findings highlight differences in the cultural, social, and resilience capitals required and valued in their new environment. Our participants shared how they creatively forged new forms of capitals, sometimes by assimilating completely, sometimes by rebelling and emphasising their separate identity, as well as developing super resilience capital based on international connections

Rural/Urban Disparities in Science Achievement In Post-Socialist Countries: The Evolving Influence of Socioeconomic Status

Disparities in educational outcomes exist between students in rural areas as compared to students in urban settings. While there is some evidence that these rural disparities are present in eastern Europe, little is known about young peoples’ lives in the rural areas of this region. This paper presents an analysis of science achievement by location (rural v. urban) using all available waves of the Trends in International Mathematics and Science Study (TIMSS). We examined the eighth grade data from five countries: Lithuania, Romania, the Russian Federation, Hungary, and Slovenia. Findings demonstrated that students attending rural schools had significantly lower science scores and that the rural disadvantage grew between 1995 and 2011 in some countries, but became non-significant in others. Overall, family socioeconomic status played an important role in determining the educational outcomes of rural students. The implications of these findings are explored in relation to the United Nations Educational, Scientific and Cultural Organization (UNESCO) 2015 Education for All goals

Do Education System Characteristics Moderate the Socioeconomic, Gender and Immigrant Gaps in Math and Science Achievement?

Using data from the 2011 Trends in International Mathematics and Science Study for 45 countries, we examined the size of socioeconomic, gender, and immigrant status related gaps, and their relationships with education system characteristics, such as differentiation, standardization, and proportion of governmental spending on education. We find that higher socioeconomic status is positively and significantly associated with higher math and science achievement; immigrant students lag behind their native peers in both math and science, with first generation students faring worse than second generation; and girls show lower math performance than boys. A higher degree of differentiation makes socioeconomic gaps larger in both math and science achievement, whereas higher governmental spending reduces socioeconomic achievement gaps.  

Do Education System Characteristics Moderate the Socioeconomic, Gender and Immigrant Gaps in Math and Science Achievement?

Using data from the 2011 Trends in International Mathematics and Science Study for 45 countries, we examined the size of socioeconomic, gender, and immigrant status related gaps, and their relationships with education system characteristics, such as differentiation, standardization, and proportion of governmental spending on education. We find that higher socioeconomic status is positively and significantly associated with higher math and science achievement; immigrant students lag behind their native peers in both math and science, with first generation students faring worse than second generation; and girls show lower math performance than boys. A higher degree of differentiation makes socioeconomic gaps larger in both math and science achievement, whereas higher governmental spending reduces socioeconomic achievement gaps.En este estudio examinamos la magnitud de las brechas por nivel socioeconómico, género y estatus migratorio usando información de 45 países que participaron en el Estudio Internacional de Tendencias en Matemática y Ciencias en el 2011, así como su relación con características del sistema educativo tales como diferenciación, estandarización y proporción del gasto público en educación. Encontramos que un alto nivel socioeconómico esta positiva y significativamente asociado a un alto rendimiento en matemáticas y ciencias; estudiantes de origen inmigrante se encuentran en desventaja respecto a sus compañeros nativos, siendo menor el rendimiento de estudiantes de primera generación en comparación a los de segunda generación; y las niñas muestran un menor rendimiento matemático que los niños. Un mayor grado de diferenciación aumenta las brechas socioeconómicas en el rendimiento en matemáticas y ciencias, mientras que un mayor gasto público en educación reduce las brechas por nivel socioeconómico