Access to postsecondary education: can schools compensate for socioeconomic disadvantage?

Frempong, George; Ma, Xin; Mensah, Joseph

doi:10.1007/s10734-011-9422-2

Cited by 35 publications

(33 citation statements)

References 7 publications

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“…The result is a range of analyses based on all 15-year old students from the sampled schools. In these analyses the implicit assumption is made that all students from one grade experience and contribute to the same class-level disciplinary climate (Frempong et al, 2012;OECD, 2005b;Olsen, 2003;Rangvid, 2003;Välijärvi, Kupari, & Linnakylä, 2007). Only Olsen (2003) addresses this issue by including the headmaster's view on the disciplinary climate in the school in his analysis and arguing for the presence of a school-specific disciplinary climate culture.…”

Section: Disciplinary Climate Student Achievement and Level Of Analysesmentioning

confidence: 99%

“…A multitude of studies report statistically significant as well as substantively important effects of classroom disciplinary climate on student achievement (Arum & Velez, 2012;Figlio, 2007;Frempong, Ma, & Mensah, 2012;Marks, 2010;Ning, Van Damme, Van Den Noortgate, Yang, & Gielen, 2015;Teodorović, 2011). Given the relevance of disciplinary climate for learning, some of the major international large scale assessment studies have incorporated measures for classroom climate in the student questionnaires.…”

Section: Introductionmentioning

confidence: 99%

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Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Sortkær¹,

Reimer²

2016

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Abstract:Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association between the perceived disciplinary climate in the classroom and students' mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions of the classroom environment.

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Section: Disciplinary Climate Student Achievement and Level Of Analysesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Sortkær¹,

Reimer²

2016

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“…Applicants from schools with high concentrations of low SES students are less likely to go to university than similarly qualified students in other schools (Frempong et al 2011). The effects of coming from a school with a high percentage of free school meal recipients was found to be positively associated with degree performance after taking prior attainment into account (Crawford 2014b).…”

Section: % Pupils Eligible For Free School Mealsmentioning

confidence: 99%

Which are the most suitable contextual indicators for use in widening participation to HE?

Gorard

Boliver

Siddiqui

et al. 2017

Research Papers in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractUK universities are increasingly making decisions about undergraduate admissions with reference to various contextual indicators which are intended to identify whether or not an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators used are often chosen because they are readily available, without much consideration of the possible alternatives and their comparative quality. This paper is part of a larger scoping review of existing research literature used to compile a list of potential contextual indicators, and assess these with respect to their quality, availability, and their relationship to outcomes in UK higher education. A search was made of relevant electronic databases, yielding around 120,000 reports initially, and 28 categories of indicators. Each indicator was assessed on the basis of existing evidence concerning its relevance, reach, availability, accuracy, reliability, and completeness -and in terms of whether its use might inadvertently create a different kind of injustice or lower the student outcomes for HEIs.Many possible indicators are not readily available, or not accurate enough for use in policy and practice. In general, indicators concerning individual circumstances are more relevant than area-based or school characteristics. As expected, there is no ideal single indicator. And it is not clear that combining indicators leads to the advantages rather than the deficits of all. Here we list the best available.There are some indicators for very small categories that can be used relatively un-problematically as long as the data can be made available at time of candidate selection, and these include being a recent refugee or asylum-seeker and having spent time living in care. However, neither of these is a solution to the more general issue of contextualised admissions. School type attended (private or state-funded) could also be used relatively safely, but requires clear definition, could lead to inadvertent injustice, and might not be necessary if good individual data on relative advantage is available instead. The category of mature applicant is also relatively unproblematic, but it is not clear that simply being older than traditional age is a disadvantage. The two most general indicators, most suitable for use, are considered to be eligibility for (or receipt of) free school meals, and having a disability or special educational need. However, like school type, both need care and some adjustment from how th...

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“…Third, socio-economic background and parents' educational attainment also play a role in Germany in determining whether a student enters a bachelor's or master's programme (Orr et al, 2011). Students of lower socio-economic status are typically underrepresented in tertiary education (Powell and Solga, 2011;Frempong et al, 2012). A recent study showed that 50% of all students in Germany during the summer semester 2012 had a parent with a university degree (Middendorff et al, 2013).…”

Section: Cultural Factors Motivating Master's Degree Enrolmentmentioning

confidence: 99%

Costs, culture and life decisions: analysing the factors that influence enrolment in master's level education in Germany

Silvester

Loibl

Roosen

2014

Int J Consumer Studies

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Through evaluation of current literature and survey data, this exploratory study aimed to determine factors that influence enrolment in master's level education and attendant delay of life decisions. A total of 134 master's students at a German university were surveyed. The mean age was 25 years and respondents were nearly equal parts German and non‐German nationalities. Results show how cultural factors motivate enrolment in master's programmes and how enrolment influences the timing of other important life decisions. Respondents expected significant benefits to social status, job placement and income. While this small‐scale study does not include all decision factors and its findings are not fully generalizable, we hope it motivates further research in this area.

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Access to postsecondary education: can schools compensate for socioeconomic disadvantage?

Cited by 35 publications

References 7 publications

Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Which are the most suitable contextual indicators for use in widening participation to HE?

Costs, culture and life decisions: analysing the factors that influence enrolment in master's level education in Germany

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