Determinants of School Attainment of Boys and Girls In Turkey

Tansel, Aysıt

doi:10.2139/ssrn.112522

Cited by 22 publications

(19 citation statements)

References 24 publications

(15 reference statements)

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“…Our results related the effect of family income and parent education validate previous studies which analyze the relationship between family SES and educational achievement (Blanden & Gregg, 2004;Chevalier, Harmon, O'Sullivan, & Walker, 2005;Chevalier & Lanot, 2002;Davis-Kean, 2005;Ferreira & Gignoux, 2010;Fuchs & Wößmann, 2004;Hanushek & Luque, 2003;Kalender & Berberoglu, 2009;Schiller, Khmelkov, & Wang, 2002;Tansel, 1998Tansel, , 2002Tomul & Savaşçı, 2010).…”

Section: Parent Education and Family Incomesupporting

confidence: 89%

Determinants of Academic Achievement of Middle Schoolers in Turkey

Börkan¹,

Bakış²

2016

EDUC SCI-THEOR PRACT

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The purpose of this study is to discuss student and school factors, including cross level interaction, that cause inequalities in seven and eighth grade students' achievement in Turkish context by using national achievement test scores with a multi-level statistical approach. Our results are in line with most other studies with similar purpose. Our results show that approximately 17% of the variation in student test scores is explained by differences between schools, while the remainder of the variation is accounted for by within-school factors. Our results highlight that student-level variables alone explain nearly 73% of the between-school variance and approximately 19% of the within-school variance in student achievement scores. Our school-level variables explain a relatively small amount of the variation, approximately 5%. This has demonstrated that between-and within-school differences in student achievement are largely accounted for by the socio-demographic background of students. This is in line with the Coleman Study findings; the effect of school characteristics on student achievement was modest compared to the effect of students' socio demographic characteristics. Our results also show that average parent education and income, full-day schooling, attending an urban school and the percentage of female students in the classroom mediate the relationship between student-level variables and student test scores.

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Section: Parent Education and Family Incomesupporting

confidence: 89%

Determinants of Academic Achievement of Middle Schoolers in Turkey

Börkan¹,

Bakış²

2016

EDUC SCI-THEOR PRACT

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“…While some of these studies suggest that father's educational status is more significant, others consider the maternal educational status more important. In countries with high income levels, maternal educational status is deemed more significant [21]. Like many studies conducted in Turkey, this study indicated that father's educational status is more important for academic success [4,23,32,46,47].…”

Section: Resultssupporting

confidence: 49%

“…Some studies reported that a permanent and high income is important. This income enables both female and male students to have higher academic success at all levels of education [21]. However, Chevalier and Lanot [2] stated that there was no clear finding indicating that family income affects students' educational outcomes.…”

Section: Resultsmentioning

confidence: 99%

“…Chevalier and Lanot [2] reported that children of poor families show a lower success rate, and that the great differences in academic success arise from families' economic status. Tansel [21] stated that higher family income increases academic success at every level of education. According to Chiu [3], there is a strong relationship between a country's income distribution and students' success.…”

Section: Introductionmentioning

confidence: 99%

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CHAID Analysis to Determine Socioeconomic Variables that Explain Students' Academic Success

Önder¹,

Uyar²

2017

ujer

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This study aims to determine students' characteristics that predict their academic success. The study group consisted of 4229 students studying at middle schools in Burdur. The data were collected using a questionnaire in the 2014-2015 academic year and analyzed using CHAID (Chi-squared Automatic Interaction Detection) analysis, a type of decision-tree technique. The CHAID analysis was completed with 10 branches and 18 nodes, and indicated that students' academic success (end-year success grade) was explained by certain factors including mothers' and fathers' educational status, going to an educational center, parents' employment status and parents' monthly income. The most important parental characteristic for a student's end-year success grade was found to be the father's educational status.

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“…Tansel (1998) pinpoints that the effect of urban districts is of importance in all education levels except female students in primary schools, and adds that (1) www.ccsenet.org/ies International Education Studies Vol. 6, No.…”

Section: Introducationmentioning

confidence: 99%

The Relationship between Educational Resources of School and Academic Achievement

Savasci¹,

Tomul²

2013

IES

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The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This study aims to determine the relationship between the academic achievement level of 7th grade students and the educational resources of schools. The population of the study was the elementary schools in the province of Burdur in 2007-2008 academic years. Two-stage cluster sampling was conducted in conformity with the aim of the study. First, settlements were chosen with geographical cluster sampling. As settlement, city centers, town centers, small towns and villages were considered in the study.Considering the relationship between the educational resources of the schools and the academic achievement as a whole, there are negative and significant relationships between the SBS scores of the students, and the average service length of the teachers, the lack of qualified science teachers, the lack of qualified Turkish teachers, the lack of the teachers in other courses and the lack of the laboratory technicians. It can be said that there is a relationship between the educational resources and academic achievement. However, this relationship is fairly limited. It is still not possible to say that the educational resources do not have the strength to diminish the effect of the socioeconomic features.

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Determinants of School Attainment of Boys and Girls In Turkey

Cited by 22 publications

References 24 publications

Determinants of Academic Achievement of Middle Schoolers in Turkey

Determinants of Academic Achievement of Middle Schoolers in Turkey

CHAID Analysis to Determine Socioeconomic Variables that Explain Students' Academic Success

The Relationship between Educational Resources of School and Academic Achievement

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