Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model

Xu, Xuan; Xue, Ye; Zhang, Cai; Luo, Yuhan; Jiang, Wen; Qi, Mengdi; Wang, Yun

doi:10.1371/journal.pone.0213783

Cited by 40 publications

(50 citation statements)

References 62 publications

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“… 34 Race is also associated with school SES and racial composition. 35 Schools with a high concentration of minorities have lower SES. 36 School social status, student–teacher ratio, class size, teacher selection, and school rules are influenced by school SES.…”

Section: Introductionmentioning

confidence: 99%

Black-White Achievement Gap: Role of Race, School Urbanity, and Parental Education

Assari

Mardani

Maleki

et al. 2021

PHMT

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Background: Recent research on Marginalization-related Diminished Returns (MDRs) has documented weaker boosting effects of parental educational attainment on educational outcomes of Black than White students. Such MDRs of parental education seem to contribute to the Black-White achievement gap. Given that Blacks are more likely than Whites to attend urban schools, there is a need to study if these MDRs can be replicated at both urban and suburban schools. Aim: To test the contribution of diminished returns of parental educational attainment on the Black-White achievement gap in urban and suburban American high schools. Methods: A cross-sectional study that used baseline Education Longitudinal Study (ELS-2002) data, a nationally representative study of 10th grade adolescents in the United States. This study analyzed 8315 youths who were either non-Hispanic White (n = 6539, 78.6%) or non-Hispanic Black (n = 1776, 21.4%) who were attending either suburban (n = 5188, 62.4%) or urban (n = 3127, 37.6%) schools. The outcome was standard math and reading grades. The independent variable was parental educational attainment. Gender, parental marital status, and school characteristics (% free lunch and relationship quality with the teacher) were the confounders. Race/ethnicity was the effect of modifier. School urbanity was the strata. Linear regression was used for data analysis. Results: In urban and suburban schools, higher parental educational attainment was associated with higher math and reading test scores. In urban and suburban schools, Black students had considerably lower reading and math scores than White students. At urban but not suburban schools, significant interactions were found between race (Non-Hispanic Black) and parental education attainment (years of schooling) on reading and math scores, suggested that the protective effect of parental education on students' reading and math scores (ie school achievement) is smaller for Non-Hispanic Black relative to Non-Hispanic White youth only in urban but not sub-urban schools. Conclusion: Diminished returns of parental education (MDRs) contribute to the racial achievement gap in urban but not suburban American high schools. This result is important given Black students are more likely to attend urban schools than White students. As MDRs are not universal and depend on context, future research should study contextual characteristics of urban schools that contribute to MDRs.

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Section: Introductionmentioning

confidence: 99%

Black-White Achievement Gap: Role of Race, School Urbanity, and Parental Education

Assari

Mardani

Maleki

et al. 2021

PHMT

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“…School location, which reflects the school’s socio-economic status, also influences children’s reading achievement (Xuan et al, 2019). China has experienced unprecedented economic growth in the past few decades, and rather than benefiting the urban and rural residents equally, the growth has widened the existing gap between urban and rural regions (Sicular et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

First and Second Language Reading Difficulty Among Chinese–English Bilingual Children: The Prevalence and Influences From Demographic Characteristics

et al. 2019

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Learning to read a second language (L2) can pose a great challenge for children who have already been struggling to read in their first language (L1). Moreover, it is not clear whether, to what extent, and under what circumstances L1 reading difficulty increases the risk of L2 reading difficulty. This study investigated Chinese (L1) and English (L2) reading skills in a large representative sample of 1,824 Chinese–English bilingual children in Grades 4 and 5 from both urban and rural schools in Beijing. We examined the prevalence of reading difficulty in Chinese only (poor Chinese readers, PC), English only (poor English readers, PE), and both Chinese and English (poor bilingual readers, PB) and calculated the co-occurrence, that is, the chances of becoming a poor reader in English given that the child was already a poor reader in Chinese. We then conducted a multinomial logistic regression analysis and compared the prevalence of PC, PE, and PB between children in Grade 4 versus Grade 5, in urban versus rural areas, and in boys versus girls. Results showed that compared to girls, boys demonstrated significantly higher risk of PC, PE, and PB. Meanwhile, compared to the 5th graders, the 4th graders demonstrated significantly higher risk of PC and PB. In addition, children enrolled in the urban schools were more likely to become better second language readers, thus leading to a concerning rural–urban gap in the prevalence of L2 reading difficulty. Finally, among these Chinese–English bilingual children, regardless of sex and school location, poor reading skill in Chinese significantly increased the risk of also being a poor English reader, with a considerable and stable co-occurrence of approximately 36%. In sum, this study suggests that despite striking differences between alphabetic and logographic writing systems, L1 reading difficulty still significantly increases the risk of L2 reading difficulty. This indicates the shared meta-linguistic skills in reading different writing systems and the importance of understanding the universality and the interdependent relationship of reading between different writing systems. Furthermore, the male disadvantage (in both L1 and L2) and the urban–rural gap (in L2) found in the prevalence of reading difficulty calls for special attention to disadvantaged populations in educational practice.

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“…In a glace, this situation looks good but the learning purpose achievement can not only be seen from learning outcome [33]. The learning process is also one of the important aspects of the achievement of education purposes [34]. One of the learning process components which has to be paid attention to is the teachers' teaching method in the class.…”

Section: Learning Methods Used In Schoolmentioning

confidence: 99%

Improvement of teacher’s professional competency in strengthening learning methods to maximize curriculum implementation

Prasetyono

Abdillah

Djuhartono

et al. 2021

IJERE

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<span lang="EN-US">The 2013 curriculum which has been implemented for more than six years in Indonesia has many problems in its application. Therefore, we need to conduct empirical research to determine the causes of the ineffective implementation of the 2013 curriculum in schools. This study involved 13 high schools and vocational high schools in the provinces of DKI Jakarta and West Java with a total of 420 students, 26 teachers, and principals as respondents. The research employed mixed parallel method and data analysis using combined analysis of qualitative and quantitative approaches. The research found that there are still schools that use two different curricula, 2013 curriculum and school-based curriculum. In implementing the 2013 curriculum, teachers are required to use various learning with a scientific approach that refers to student-centered concepts. There is a need for the training program to improve teachers’ professional competence, especially in the terms of various learning methods mastery.</span>

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Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model

Cited by 40 publications

References 62 publications

Black-White Achievement Gap: Role of Race, School Urbanity, and Parental Education

Black-White Achievement Gap: Role of Race, School Urbanity, and Parental Education

First and Second Language Reading Difficulty Among Chinese–English Bilingual Children: The Prevalence and Influences From Demographic Characteristics

Improvement of teacher’s professional competency in strengthening learning methods to maximize curriculum implementation

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