Contextual effect of school SES on reading performance: a comparison between countries in the European Union

León, Jaime; Álvarez, Carmen Álvarez; Martínez‐Abad, Fernando

doi:10.1080/03057925.2020.1840964

Cited by 10 publications

(6 citation statements)

References 48 publications

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“…That is, reading self-concept may mediate the relationship between SES and reading achievement. In addition to the mediating role of SES at student level, León et al (2022) pointed out that self-concept may mediate the link between school SES and reading achievement. This is mainly because in high-SES schools, teachers may be better at guiding students to improve their self-ability (i.e., self-concept), thus promoting higher academic achievement.…”

Section: Mediation Of Reading Self-concept Between Ses and Reading Ac...mentioning

confidence: 99%

“…On the other hand, others applauded its positive effect on student learning. For example, using data from PISA 2018, León et al (2022) and Yeung et al (2022) revealed that school SES has a positive effect on students' reading achievement. Moreover, using data from PISA 2015 for 37 EU and OECD countries, Gromada et al (2021) demonstrated that the positive effect of school SES is significantly greater in countries with unequal student achievement.…”

Section: Introductionmentioning

confidence: 99%

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Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States

Ma,

Xiao,

2023

Brit J of Edu Psychol

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BackgroundSocioeconomic status (SES) is important in students' reading development. The mechanism of how they are linked, however, is underexplored.AimsThis research aimed to explore whether reading self‐concept mediates the link between SES and reading achievement and whether teacher support moderates the direct and indirect link between SES and reading achievement.SamplesUsing PISA 2018 database, we selected 17,346 15‐year‐olds from 537 schools in B‐S‐J‐Z (China) and the United States (U.S.).MethodsMultilevel linear models were calculated to explore the potential mediation of self‐concept and the potential moderation of teacher support between SES and reading achievement.ResultsResults reveal that reading self‐concept mediated the link between SES and reading achievement at student level both in China and the United States, and teacher support moderated the link between SES and reading self‐concept both at student level and school level only in China, but not in the United States.ConclusionOur research highlights the importance of self‐concept and teacher support in improving students' reading achievement, especially for students of low SES, which has important theoretical significance and practical enlightenment for reading instruction.

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Section: Mediation Of Reading Self-concept Between Ses and Reading Ac...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States

Ma,

Xiao,

2023

Brit J of Edu Psychol

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“…For example, Gromada et al (2021) showed that school SES explained much of the between‐school variation in children's reading performance in PISA 2015 across 38 EU and OECD countries. Meanwhile, in an analysis of reading proficiency data from PISA 2018 for 27 EU countries, León et al (2020) found a higher contribution of school SES than individual SES to explaining variation in student reading scores. However, international assessments are not well suited to accounting for non‐random assignment of children to schools.…”

Section: Pathways From School Socio‐economic Composition To Student A...mentioning

confidence: 99%

“…The resulting differences in the socio-economic status (SES) composition of schools have been the subject of academic and policy debates since at least Coleman's (1966) 'Equality of Educational Opportunity Study' in the USA. Both national and international student assessments tend to find that the SES composition of schools is positively associated with student academic performance even after accounting for individual student SES (Dumay & Dupriez, 2008;León et al, 2020;Perry & McConney, 2010;Rumberger & Palardy, 2005). The channels through which school SES composition may influence individual achievement have important implications not only for education policy on, for example, ability tracking, but also for wider social policy aiming to reduce socio-economic inequalities in children's educational outcomes.…”

Section: Introductionmentioning

confidence: 99%

Why does school socio‐economic composition matter to adolescents’ academic performance? Role of classroom climate and school resources

Chzhen

Leesch

2023

British Educational Res J

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A growing literature has documented the importance of school socio‐economic status (SES) composition to children's academic performance, but the channels through which school SES affects individual achievement remain poorly understood. We investigate differences in 15‐year‐old children's reading performance across schools with different levels of mean SES composition in six European countries where children are sorted into different academic and vocational tracks after the age of 15. This study contributes to the literature on the role of school SES composition for students’ academic achievement by examining the extent to which individual student SES and academic aspirations, classroom climate and school resources account for school SES differences. Multilevel regression analyses of reading literacy scores from PISA 2018 indicate sizeable effects of school SES composition on reading achievement in each of the six countries, even after accounting for student SES. By limiting the analysis to students who had not yet been tracked based on their academic record or aspirations, we can better focus on the link between school SES composition and educational achievement. Our main finding is that school SES composition differences are more than a function of students’ own SES, as they also reflect classroom discipline, teaching practices, peer educational aspirations, and to a lesser extent, school resources.

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“…Multiple factors and processes are involved in shaping reading achievement in adolescents. One body of work has focused on the role of economic resources, particularly family socioeconomic status (SES) and school SES, in predicting reading achievement (e.g., León, Álvarez‐ Álvarez, & Martínez‐Abad, 2020; Yang Hansen, Rosén, & Gustafsson, 2011). Another pertinent body of work looks at the role of individual differences in motivational factors (e.g., Durik, Vida, & Eccles, 2006; Wigfield & Eccles, 2000).…”

Section: Introductionmentioning

confidence: 99%

Exploring the interplay between socioeconomic status and reading achievement: An expectancy‐value perspective

Yeung¹,

King

Nalipay³

et al. 2022

Brit J of Edu Psychol

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Background Socioeconomic status (SES) and motivation are both important predictors of student achievement. However, most studies have investigated these factors separately, and very few have looked into the interplay between SES and motivation as determinants of student reading achievement. Aims We intend to bridge this gap by examining a model of SES predicting reading achievement through motivation (i.e., expectancy and value) at both student and school levels. Sample We used the data from the Programme for International Student Assessment (PISA) 2018 of 26,281 students from four regions in Greater China (Mainland China, Hong Kong, Macau, and Taipei). Methods We used multi‐group multilevel path analysis to test whether SES would predict reading achievement mediated by expectancy and value in student and school levels across four regions, with gender as a covariate. Results Results showed that at the student level, SES significantly predicted reading achievement indirectly through both expectancy and value across four regions. At the school level, the relationship between school SES and school reading achievement was mostly direct. Conclusion The study was able to demonstrate the motivational gap as a pathway in which economic inequality can contribute to students’ reading achievement gap.

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Contextual effect of school SES on reading performance: a comparison between countries in the European Union

Cited by 10 publications

References 48 publications

Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States

Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States

Why does school socio‐economic composition matter to adolescents’ academic performance? Role of classroom climate and school resources

Exploring the interplay between socioeconomic status and reading achievement: An expectancy‐value perspective

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