Dutch policies on socio‐economic and ethnic inequality in education

Driessen, G.; Dekkers, H.P.J.M.

doi:10.1111/j.1468-2451.2009.01678.x

Cited by 10 publications

(15 citation statements)

References 19 publications

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“…The academic achievement gap between members of low and high socio-economic status groups is a worldwide problem (Reardon 2011;Rothstein 2009). This gap also exists in the Netherlands: socially disadvantaged children (SDC) achieve worse than children without a disadvantage (non-SDC) (De Greeff et al 2014;Driessen and Dekkers 2008). Recent studies show that despite many efforts for over 40 years, the achievement gap remains large (Driessen and Dekkers 2008).…”

Section: Introductionmentioning

confidence: 99%

“…This gap also exists in the Netherlands: socially disadvantaged children (SDC) achieve worse than children without a disadvantage (non-SDC) (De Greeff et al 2014;Driessen and Dekkers 2008). Recent studies show that despite many efforts for over 40 years, the achievement gap remains large (Driessen and Dekkers 2008). It seems that new teaching methods might be necessary to enhance the academic achievement of SDC.…”

Section: Introductionmentioning

confidence: 99%

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Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention

Mullender-Wijnsma

Hartman

Greeff

et al. 2019

Early Childhood Educ J

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In previous studies, the effects of physically active academic lessons on academic achievement have been shown. Less is known about follow-up effects and the effects for disadvantaged groups. The first aim of this study was to examine 7-9 months follow-up effects of a physically active academic intervention on academic achievement. The second aim was to examine the effects of the 2-year intervention for a subgroup of socially disadvantaged children. A cluster-randomized controlled trial with 499 children (113 socially disadvantaged children) from second-and third-grade classes was conducted. Children's academic achievement was measured before the intervention started, after the first and second intervention year, and 7-9 months after the intervention ended. At the 7-9 months follow-up, the intervention group showed significantly greater gains in math performance in comparison with the control group. No significant follow-up effects were found on language performance. Furthermore, the lessons significantly improved the math and spelling performance of socially disadvantaged children after two intervention years. These children did not benefit more from the lessons than other children. In conclusion, effects of physically active academic lessons on math achievement persist when the lessons are no longer taught, and the lessons are an innovative way to improve the academic achievement of socially disadvantaged children. The findings suggest that physically active academic lessons should be considered for inclusion in school curriculums in order to improve the academic achievement of all children. Trial Registration: This study is registered at www.isrct n.com (No. ISRCTN17021806).

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention

Mullender-Wijnsma

Hartman

Greeff

et al. 2019

Early Childhood Educ J

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“…Summarized, in the literature we found an increase in time-on-task after physically active academic lessons and physical activity of moderate to vigorous intensity seems to be an important prerequisite in order to find positive effects. This study focuses on socially disadvantaged children (SDC) in the Netherlands, based on parental education level, who academically underperform in comparison with children without this disadvantage (non-SDC) [ 18 ]. The first aim of the present study was to confirm that SDC were less on task during regular classroom lessons in comparison with non-SDC.…”

Section: Introductionmentioning

confidence: 99%

Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage: a within subject experimental design

et al. 2015

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BackgroundIntegration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and children without this disadvantage. In addition, the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined.MethodsFrom four elementary schools, 86 children who participated in the 22-weeks intervention were recruited (23 socially disadvantaged children). Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation). Every moment consisted of lesson observations after intervention lessons (post-intervention) and after regular classroom lessons (post-control). Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent samples t-test. Differences between post-intervention and post-control observations were analyzed using multilevel analysis. Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity. The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations.ResultsTime-on-task of socially disadvantaged children was lower than that of children without this disadvantage, differences were significant at the start post-control (t(65) = 2.39, p < 0.05) and post-intervention (t(71) = 2.75, p < 0.05) observation and at the midway post-control (t(68) = 2.45, p < 0.05) observation. Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons (ES = 0.41). No significant difference was found at the start observation, but there were significant differences at the midway (ES = 0.60) and end (ES = 0.59) observation. On average, the children were exercising in moderate to vigorous physical activity during 60% of de lesson time (14 minutes of an average lesson of 23 minutes). No significant relationships were found between percentage of moderate to vigorous physical activity during the intervention and time-on-task in the post-intervention lessons.ConclusionsPhysically active academic lessons may positively influence time-on-task in children, which can contribute to academic success in the long term.

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“…Education level of parents is an undeniable factor in child' school success as shown by several authors (Murat, 2009;Richter et al, 1997;Driessen & Dekkers, 2007;Janosz, 2000). This finding may be explained by several reasons.…”

Section: Discussionmentioning

confidence: 99%

“…Next are genetic factors underlying the heredity contribution on the level of intelligence of a child (Voizot, 1973). Driessen and Dekkers (Driessen and Dekkers, 2007) in The Netherlands reported a proportion of school delay four times higher among children whose parents had stopped their education at the primary level compared to children whose parents attained college education. However, it is rather the mother's level of education which has a more significant impact on the schooling of the child than the father.…”

Section: Discussionmentioning

confidence: 99%

School Delay of Child in Brazzaville (Congo)

Mabiala-Babela¹,

Mandilou²,

Nika³

et al. 2016

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The aim of this study was to determine the prevalence of school delay in school age children and to identify its determinants in Brazzaville. A case-control study, comparing school age children with a school delay (Group 1 or cases) to those who had not school delay (Group 2 or control), was carried out between February and July 2013. It included students of CM2 (primary 6) and those of 3 ème (form 4) of both public and private schools of Brazzaville. The sample selection was made according to a random survey by strata, the number of strata was set to 2. The sample consisted of 2064 pupils including 1138 girls (55.1%). A total of 2064 students (1138 male/926 female), 792 of them had a school delay, with a prevalence of 38.3%. It was 27% in the private sector and 46.9% in the public one; 28.2% in primary education compared to 48.1% in the college; 27.8% in girls and 48.8% in boys (p < 0.001). 21.4% of students in CM2 (primary 6) of the public and 16.7% in the private sector had repeated classes 3 times; 4.2% of students in 3ème (form 4) of the public education had repeated classes 4 times. Kindergarten program attendance had a positive effect on later school performances (p < 0.05). The parent's level of education and socio-economic status of the family (low and mean for students in CM2 of public schools and of 3ème of private schools, high for pupils in CM2 of private schools) and underweight among pupils in CM2 of the private sector were significantly correlated with school delay (p < 0.05). The prevalence of school delay was high in Brazzaville (38.3%), boys were more affected than girls. The kindergarten program attendance was found to have a positive effect on later school performances, while parent's low level of education and low socioeconomic status of the family significantly influenced the rate of school delay in children in Brazzaville. The high prevalence of school delay in child in Brazzaville imposed substantial actions, in addition to the efforts already made. KeywordsSchool Delay, Child, Brazzaville J. R. Mabiala-Babela et al. 420

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Dutch policies on socio‐economic and ethnic inequality in education

Cited by 10 publications

References 19 publications

Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention

Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention

Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage: a within subject experimental design

School Delay of Child in Brazzaville (Congo)

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