Educational Performance Of Children Research Articles

Stay behind children's differential educational performance: The impact of parental migration arrangements in China

Millions of children live apart from their parents who migrate for work. This dynamic raises questions about parental migration's impact on children's schooling. This paper investigated how Chinese junior high school students’ educational performance was shaped by the specific patterns of parental migration: whether it was only the mother, only the father, or both who migrate. The study analyzed data from 4204 students through a nationally representative panel survey, comparing children who experienced parental migration between two survey waves and those who did not. Difference-in-differences models were paired with propensity score weighting to estimate the immediate effects of parental migration. Results indicated that children's educational performance was heterogeneously affected by different arrangements of parental migration. Children's academic performance declined when mothers migrated alone, a pattern not mirrored when only fathers or both parents migrated. The findings indicate that the adverse effects of parental absence outweigh the financial benefits from migration, particularly in the scenario of mother-only migration.

Does paid parental leave affect children's schooling outcomes? Replicating Danzer and Lavy (2018)

SummaryDanzer and Lavy (2018) study how the duration of paid parental leave affects children's educational performance using data from PISA. An extension of the maximum duration from 12 to 24 months in Austria had no statistically significant effect on average, but the authors highlight the existence of large and statistically significant heterogenous effects that vary in sign depending on the education of mothers and children's gender. The policy increased the scores obtained by sons of highly educated mothers by 33% of a standard deviation (SD) in Reading and 40% SD in Science. On the contrary, sons of low educated mothers experienced a decrease of 27% SD in Reading and 23% SD in Science. In this article, I replicate their study following the recommended estimation procedure taking into account both the survey's stratified two‐stage sample design and the fact that PISA relies on imputation to derive student scores. I show that the estimates of the effects of the parental leave extension become substantially smaller in magnitude and non‐significant.

Effects of COVID-19 on the educational performance of children with special educational needs and disabilities: A systematic review according to children’s/youth’s and caregivers’ perspectives

This paper aims to provide a first systematic research overview of the effects of the pandemic on the educational performance of children with SEND according to children’s/youths and caregivers’ perspectives following the PRISMA statement. The studies, published between February 2020 and June 2022, were identified through the search of SCOPUS, EBSCO, PubMed, PsycInfo and two preprint-servers related to Education. In determining which studies to include in the review, the selection criteria were based on (1) articles focusing on ages 4–18 years, (2) articles focusing on children with special educational needs and (3) articles focusing on student achievement during COVID-19. The exhaustive reading and quality assessment left a final sample of nine scientific papers. According to children’s/youth’s and caregivers’ perspectives, there is clear evidence for a negative effect of COVID-19 on the educational performance of children with SEND in the areas of (1) speech and language development (2) home learning (3) academic achievement (4) learning performance and (5) remote learning. The most important findings are to be found in the difficulties faced by children in homework completion, in paying attention during online learning, in efficiently completing tasks, in managing their time and in making progress on their IEP goals during school closures.

Determinants of Health Care Needs in Relation to Vision Correction among Adolescents in the United Arab Emirates: A Cross-Sectional Study.

Uncorrected refractive error has been suggested to affect children's development, educational performance, and socialization. Sociodemographic and environmental differences among individuals may impact their accessibility to utilizing appropriate services, impacting their vision-dependent activities. Guided by the population health framework, this retrospective study assessed the prevalence of self-reported vision correction needs and its determinants for a sample of adolescents (n = 6363) from the United Arab Emirates (UAE) aged 13 to 20 years between 2007 to 2009. The findings suggest a relatively high prevalence of self-reported vision correction needs (26.8%), with among 24.8% males and 31.7% among females. Factors that were significantly associated with vision correction needs included age, biological sex, location of residence (emirate), nationality, parental education and employment level, household financial status, screen time use, visiting an eye specialist in the past year, and daily functional capacity. Reporting the vision correction needs of the adolescent population and identifying its determinants may help identify and resolve modifiable barriers to accessing the appropriate vision care resources. Further research in assessing the type of refractive error, potential genetic and environmental factors, and vision care services in each emirate may help decision-makers set appropriate policies to improve the overall quality of eye health.

PERANCANGAN APLIKASI MONITORING TERHADAP KINERJA MURID SEKOLAH DASAR DAN MENENGAH PERTAMA

The process of exchanging information between schools and parents can affect the process of children's educational performance, especially the role of the family, because the family is the person who influences the child's development. However, not a few parents are busy at work, especially career parents who have children so that a good communication process can be neglected. This is a concern for the author to bridge the exchange of information between schools, children and parents so that there is no distance that can lead to errors or information about children at school so that parents can continue to monitor the development of children's education using the platform that the author created anytime and anywhere. The purpose of this research is to help link information about children's development at school not to stop or stop in the school environment, but parents can also participate in knowing the activities their children are doing at school by monitoring their children's performance or performance at school through a platform that can be accessed easily. especially for students at the elementary level, namely elementary and junior high schools because basic education is a general indicator that can be used to see the level of intelligence of the nation. The method that the author uses to carry out system analysis and design is application design using the System Development Life Cycle (SDLC). The results of this research are monitoring applications that are made to make it easier for the school to carry out teaching and learning activities as well as parents who monitor the development and activities of their children at school. It can facilitate access to exchange of information from school to parents and vice versa so that there are no gaps or miss information with parents and easily see the number of students, value recap, and student spp payment reports. parents are also very helpful because they can easily monitor their child's performance at school, both academic and non-academic, parents can also consult with relevant teachers if their child has problems at school and parents can also see the daily agenda and will also get notifications about the status of tuition payments.

PREVALENCE OF PARENTS’ INVOLVEMENT IN EDUCATIONAL ACTIVITIES AND STUDENT’S PERFORMANCE: AN ANALYSIS OF CROSS-SECTIONAL SURVEY IN MULTAN, PAKISTAN

A young child's experience in secondary to higher high school is intimidating and stressful. A high school may have a more complicated learning environment than an elementary school. When parents’ try to educate their children, they want the best educational performance and a high level of educational behavior. Many failures in children's educational performance are associated with bad behaviour, poor social environment, lack of income and parents’ involvement in their children's educational activities. At the same time, there has been limited study on parents’ involvement in educational activities and how parents’ influence high school children's educational performance. So, the study's objective was to analyze the dependency between parents’ involvement and the student's educational performance. Subsequently, the cross-sectional study was carried out from January to March 2022 in Multan city with 150 male students and 150 female students of tenth class from both public and private secondary level schools. Simple random sampling was used to choose six boys' high schools (one included a public school and one private school) and six girls' schools (one included a public school and one private school), equally presenting both public and private schools. An interview schedule was used to collect data about the study variables among the study respondents. The Qui-square was used to analyze the dependency between parents’ involvement and children's educational performance. The study's findings concluded that parents’ involvement and the student's educational performance are significantly dependent, and the high school student's educational performance is influenced by various perspectives of parents’ involvement in their children's educational activities and parents’ demographic characteristics.

Uncertainties shaping parental educational decisions: The case of Syrian refugee children in Turkey

Around a million school-aged minors from Syria have been living in Turkey with temporary protection status over an unanticipated extended period. This prolonged temporariness leads to uncertainties and unpredictabilities for Syrian families regarding how long they will be staying in Turkey. Drawing on 17 interviews with Syrian mothers and 3 couples, this study examined the ways in which uncertainties shaped parental decisions on minors' education. The findings indicated that uncertainties played a key role in shaping the educational decisions of Syrian parents, particularly in their children's Turkish language acquisition and educational performance. This study not only fills the gap in understanding the effects of uncertainties in parental educational decisions emanated from a prolonged temporariness, but also argues that living in an uncertain context causes hurdles in language acquisition which has major educational and social consequences for children.

EDUCATIONAL EXPECTATION, EDUCATIONAL INVESTMENT AND EDUCATIONAL PERFORMANCE OF MIGRANT CHILDREN -- FROM THE PERSPECTIVE OF EMOTIONAL BEHAVIOR CHANGE

Abstract Background Educational expectation has a certain impact on the educational performance of migrant children, which can be achieved through the establishment of expected objectives and educational investment of migrant children, so as to improve the educational performance of migrant children. The education quality of migrant children has many complex factors in both macro and micro aspects. Macroscopically, it is affected by factors such as education policy and social integration, and microscopically by schools and families. In addition, educational expectation is the expectation of parents or children for the future of education, which has an important impact on educational investment. At the same time, with the development of migrant children's education, the changes of children's related emotional behavior are also advancing. Subjects and Methods According to China Education follow-up survey (CEPs) (2014-2015), the subjects were migrant children who lived in the household for more than 6 months and under the age of 16. Based on fcsp-eip theory, this paper analyzes the relationship between educational expectation, investment and educational performance in four environments by constructing structural equation model and using Amos 22.0 statistical software. We also searched the databases of CBM, VIP, CNKI, Wanfang Data, PubMed, web of science and EBSCO based on the computer to collect relevant studies on the characteristics and changes of emotional behavior of older children. The retrieval time limit is from the establishment of the database to December 31, 2019. After two researchers independently screened the literature, extracted data, and evaluated the bias risk of the included study, the results of the included study were summarized by qualitative analysis. Results In the EIP structure, parents' educational expectations were significantly correlated with migrant children's educational performance, and educational investment as an intermediary had a significant impact on educational performance. After adding other environment related variables, it is found that education policy has a negative impact on children's educational performance; Community and school conditions have a positive impact on educational performance; Educational expectation is an important intermediary variable affecting educational performance. Children's anxiety, confrontation, attachment and other behaviors show three different patterns over time. The results of two children's emotional studies show that when parents' educational expectations are too high, children are easy to show negative emotions. Conclusion With the help of Chinese education tracking data and structural equation, this paper draws some conclusions. Through the parents' attention to the education of migrant children, the state strongly supports the education of migrant children, and provides good community and educational conditions to effectively improve the educational performance of migrant children. Firstly, the limitation of education policy is a negative variable that affects the educational expectation and performance of migrant children. At the same time, migrant children may also have unfair psychology, which will also have a negative impact on communication and psychological performance. Secondly, educational expectation is an important intermediary variable affecting educational performance. Parents' educational level and family economic status can help children choose high-quality educational resources, improve educational expectations, and then affect educational performance. Third, quality community and school conditions have a positive impact on educational expectations and performance. The higher the quality of the school, the higher the educational expectations of parents and children. Finally, the family structure dominated by one-child in China will also affect children's emotional changes, resulting in the inconsistency between parents and children's expectations for the future. More social support should be given to children's psychological and emotional changes. Acknowledgments Supported by a project grant from general project of national social science fund: Research on Theory, Path and Practice Model of Healthy China Construction (Grant No. 20BJY014) and from key research project of philosophy and social sciences of the ministry of education: Research on Management Innovation Mechanism of Megacities in the New Era (Grant No. 20JZD030).

The Great Recession, Household Income, and Children's Test Scores

AbstractEconomic downturns may have important implications for the educational attainment and human capital accumulation of children. We examine how income losses during the Great Recession were associated with children's educational performance in Ireland, one of the countries most severely affected by the global financial crisis. Using longitudinal data from a nationally representative child cohort study, collected before and after the recession at ages 9 and 13 years, we estimate panel models to examine the impact of income changes on standardized tests. We explore both objective and subjective measures of recession impact, and investigate non‐linearities and effect heterogeneity using quantile regression. While income is strongly associated with educational performance overall, there is little evidence of a short‐run negative impact of income shocks during the Great Recession on children's test scores.

Parental misbeliefs and household investment in children's education

We examine the effect of parental misbeliefs about their child's academic achievement on household investment in children's education in China. We find that nearly 60% of parents hold inaccurate beliefs about their child's educational performance. Parental upward biased beliefs are positively associated with both financial and time investment in their children's education. The results for financial and time investment are mainly driven by paternal and maternal upward biased beliefs, respectively, reflecting differences in credit and time constraints on each parent. We find that parental educational expectations, confidence in their child's future and parenting style are underlying mechanisms through which parental misbeliefs affect household education investment. Our findings suggest that mistaken parental beliefs may have an important role to play in narrowing educational inequality.

Parents’ income and wealth matter more for children with low than high academic performance: Evidence from comparisons between and within families in egalitarian Norway

Most educational mobility research assumes that the associations between parents' economic resources and children's academic performance do not vary between low- and high-performing children. Analyzing such variation increases our understanding of how family background affects children's life chances. We examine the egalitarian case of Norway, where we should expect smaller differences than in other countries. We use quantile regression models to estimate variation in the impact of parental income and wealth on children's school grades across the distribution of school grades. We compare the within-family effects of parental income and wealth on children's educational performance with the associations between families. We apply this approach to Norwegian register data, which includes information on children's school grades at age 16. For both parental income and wealth, we find a declining association with children's school grades across the distribution of school grades. This pattern is found in both between- and within-family analyses. These findings are in line with the view that parents compensate for children's low academic performance.

Does Family Separation Affect Children's Educational Performance? -- Analysis Based on Ordered Logistic Regression Model

Improving children’s educational performance is the fundamental goal of education. The factors that affect children’s educational performance are complex. Family factors are one of the key factors affecting children’s educational performance. In order to analyze whether family separation will affect children’s educational performance, there are differences in education performance of migrant, left-behind and migrant left-behind children in terms of family separation. The model analyzes the impact of family separation on the educational performance of three types of children: floating, left-behind and floating left-behind children. Studies have found that family separation has a significant impact on the educational performance of migrant and migrant left-behind children, and family education capital and education investment will also affect children’s educational performance. Therefore, parents should increase the time of children's companionship and participatory learning, improve children's educational performance, strengthen family education capital investment and children's educational investment to improve children's educational performance.

Association between nutritional status of scheduled caste children and their educational performance in rural Barabanki district, Uttar Pradesh, India

AimIn this study we investigate the association between children nutritional status and their educational performance in rural areas. MethodsA cross-sectional study was designed to investigate the association in children nutritional status and their educational performance. The study was conducted among 313 school going children (aged 6–14 years) from 300 Scheduled Caste households in the rural Barabanki district of Uttar Pradesh, 2017. ResultsIn this study, about 53% boys and 47% girls aged 6–14 years were participated. Children nutritional status and their educational performance, i.e. reading, writing and math, were analyzed. It was found that children studying in the same standard but their educational abilities varies widely. The children educational performance were increased with their years schooling especially in reading and writing. However, the estimates revealed that healthy children (not-stunted & not-wasted) were performing better (in medium & high categories) as compared to malnourished. Further, multivariate results show a significant association between child health and their educational performance. ConclusionThe study statistics revealed that the children health is a significant input for their educational performance. The government has various programs for child health and education; still malnutrition to be continues high. It has been recognized that better governance is necessary for effective function of any programs. Therefore, appropriate community-based intervention should be designed to address the problem of child health and possible nutritional outcomes and school performance of the children.

The relationship of opioid prescriptions and the educational performance of children.

One of the more salient aspects of the opioid crisis in America has been the disparate impact it has had on communities. This paper considers the possibility that opioid abuse might have negative spillovers onto student performance in schools within the communities most affected. We use administrative data on individual children's test scores (grades 3 through 8) in South Carolina from the 2005-06 to 2016-17 academic years. These data are then linked to county-level changes in opioid prescriptions rates. Findings show that an increase in the opioid prescription rate in a county is associated with a statistically significant reduction in white student test scores, but no such decline was found among non-white students. This relationship is robust to controls for changing county-level economic conditions, time-varying controls for student-level poverty, county characteristics, and county time trends. Among white students, the association is strongest among rural students in households that are not receiving SNAP or TANF benefits. Given the importance of educational attainment, this reduction in test scores associated with high rates of opioid prescriptions may indicate that there will be long-lasting spillover effects of the opioid crisis.

From the Editors

In this last issue of Volume 40, the invited issue editor, Dr. Kelly Farquharson, brings together researchers from across the country and the globe who have a strong devotion to helping school-based speech–language pathologists provide evidence-based, educationally impactful services to the students on their caseloads. Two articles deal with services to children with speech sound disorders. Cabbage and DeVeney (this issue) present diverse intervention paradigms for speech sound disorders of unknown etiology—namely, the cycles, contrasts, and complexity therapeutic approaches—and describe how the selected treatment approach may be based on the types and patterns of sound production errors, consistency of those errors, stimulability for correct sound production, and concomitant language concerns. Ireland, McLeod, Farquharson, and Crowe (this issue) discuss means for effectively navigating federal and state laws, regulations, and guidance regarding when a student with a speech sound disorder also may be considered a student who is eligible for the receipt of special education and related services (including speech therapy), which does not always go hand in hand because of the three successive “gates” used to determine special education eligibility: (1) Does the child have a disability that is encompassed by one of the categories identified in federal legislation? (2) Does the disability have an adverse impact on the child's educational or functional performance and/or progress (including academic, social, and behavioral aspects of development)? (3) Does the child require specialized instruction to participate/make adequate progress in the general education curriculum (or appropriate preschool activities)? Their article also provides an overview of more recent articulation development research that suggests most children in the United States and other English-speaking nations should be able to correctly produce just about all English consonant sounds, even those once considered “late-developing,” by the age of 5 years. The remaining four articles address language and literacy interventions for children with speech and language disorders. Tambyraja and Schmitt (this issue) make a strong case for why school-based speech–language pathologists should integrate literacy (they focus on reading in their article, but writing should not be ignored by practitioners) into their services for students, including the mandate to do so promulgated in recent national certification and practice standards for the profession. The authors discuss a number of barriers clinicians may face in addressing literacy in school settings and offer some practical suggestions to overcome them. Their article sets the stage for the last few articles, in which literacy or literacy-related interventions and assessments that may be employed by school-based speech–language pathologists are described and evaluated. Gillon, McNeill, Denston, Scott, and Macfarlane (this issue) report the effects of a 10-week teacher-led whole-class literacy intervention, the Better Start Literacy Approach, that combined code-based and language-based activities on the speech, language, and word-level reading and spelling outcomes for children with weak oral language or weak oral language plus speech sound production difficulties. Koutsoftas, Srivastava, and Harris (this issue) present a spelling coding rubric that includes 15 codes to represent four primary types of knowledge needed for spelling: phonological, orthographic, morphological (both structural and semantic), and mental graphemic representations of words in long-term memory. The rubric can be used to assess spelling performance in actual writing samples (rather than just on dictated word lists) and changes in spelling performance due to application of the writing process. Petersen, Mesquita, Spencer, and Waldron (this issue) examine the feasibility of a multitiered (whole-class plus small-group) oral narrative language intervention, Story Champs, for improving narrative skills, reading comprehension, and writing performance using a sample of typically developing second graders. We hope readers will find the information in these articles helpful for their clinical activities in schools on behalf of children with speech sound disorders and reading and writing challenges. Schools are complex organizations where policies, practices, and people sometimes falter in achieving intended objectives. Nevertheless, shared values and insights, communicated, in part, through research articles like those here, go far in helping attain the goal of providing the best therapeutic services to the students who need them. —Gary A. Troia, PhD, CCC-SLP —Sarah E. Wallace, PhD, CCC-SLP Co-Editors

The effect of parents’ education on the academic and non-cognitive outcomes of their children: Evidence from China

We use a nationally representative dataset, called China Education Panel Survey, to examine the causal effect of parental education on child educational performance and non-cognitive outcomes. Our results show that parental education plays a positive role in children’s academic performance, with the father’s education having a more pronounced impact on child academic performance than the mother’s. We also conclude that mother’s education has a greater influence on the non-cognitive outcomes of the child. The authors conclude by providing some clues as to possible mechanisms behind these findings. The results show that more educated parents have higher educational expectations for their children, and manage their children’s daily lives more stringently. Their children also engage in academic activities during their leisure time more often. Furthermore, parents with higher education levels are able to bring about stronger family relationships.

FEATURES OF CONSTRUCTION CHILD-PARENT RELATIONSHIPS IN FAMILIES WITH PARENTS OF DIFFERENT PSYCHOLOGICAL TYPES RAISING A CHILD WITH INTELLECTUAL DISABILITY

Statement of the problem. The article presents an overview of theoretical positions and research on the problem of child-parent relations in families with children with intellectual disabilities. Child-parent relationships are one of the most important aspects studied in family psychology, family relations psychology, and age psychology. There is a lack of programs for correcting child-parent relationships in families with children with intellectual disabilities. The purpose of the article is to identify and characterize the features of the dominant psychological types of parents who raise a ‘special’ child, and the features of their direct interpersonal interaction. The research methodology consists of modern theoretical scientific positions of the General and Special Psychology on objective laws of mental development, on the structure of the defect, on general and specific patterns of mental development of a normally developing child and a child with disabilities (L.S. Vygotsky, V.I. Lubovsky); works of V.V. Tkacheva describing the relationship of parents and children in families with a child with an intellectual disability; concepts justifying the need for psychological support of the family in order to ensure the full development of the child’s personality: M.R. Bityanova, N.S. Glukhanyuk, I.V. Dubrovina, R.V. Ovcharova, T. Ancheva. The study involved 50 parents who have a child with mental retardation or mild mental retardation at the age of 7–10, studying at a secondary school in Krasnoyarsk. To diagnose the dominant psychological type of a parent, V.V. Tkacheva’s questionnaire “Psychological type of a parent” was used, and E. I. Zakharova’s ODRAV method was used to study features of interaction between children and parents. The Mann Whitney U-test is used for comparison of samples. The correlation analysis is based on the Spearman correlation coefficient calculation. Research results. The study showed that 50 % of the dominant psychological type is authoritarian, 32 % – psychosomatic, 18 % – neurotic. Each type of a parent has its own specific characteristics, especially the perception of children. Parents of the neurotic and psychosomatic types have higher values on the sensitivity block scales, but parents of the authoritarian type are better accepting themselves as a parent, and they are characterized by more positive feelings. Authoritarian parents are better guided by the emotional state of the child, are able to influence it. Parents of the psychosomatic type are characterized by lower indicators of the mood background and the ability to focus on the emotional background of the child. Parents of the neurotic type are more difficult to accept themselves as a parent, they often experience negative feelings in the situation of interaction with the child. Conclusion. It is concluded that the features of child-parent emotional relationships in families with a child with an intellectual disability are associated with the psychological type of parents. It is shown that the educational performance of children has a relationship with the dominant psychological type of parents. The authors note that the problem of parents’ relations with ‘special’ children has been studied for a long time, but there are few programs to correct these relations.

The impact of standardized test feedback in math: Exploiting a natural experiment in 3rd grade

This paper studies how information (grades) from standardized tests in mathaffects human capital formation in early schooling. We use a regression discontinuity design to estimate how later outcomes of children scoring just below or above the threshold separating two grades are affected. Our results demonstrate that providing information to parents about their child's educational performance in math in third grade can improve their future educational outcomes, regardless of the child's ability level. We also investigate subjective well-being measures, such as academic confidence and intrinsic motivation, and find no evidence that low-performing students are particularly sensitive to negative feedback from tests.

Heterogeneous effects of less educated mothers’ further education during early childhood on children’s educational performance in adolescence

After the transition into motherhood, mothers with no post-secondary education are the most likely to complete more education. Maternal education is often highlighted as key to promote children’s educational success, and skill development in early childhood has been stressed as important for later skill development. Yet, it remains uncertain whether less educated mothers’ further education has an impact during early childhood that affects children's later educational performance. Using Danish administrative data on mothers without post-secondary education that enroll in education between births, we apply a fixed effect design to control for the nonrandom selection into maternal education. We find that once positive selection has been taken into account, there is no overall effect of maternal educational during early childhood on grade point average (GPA) achieved in adolescence. However, for children of the mothers empirically least likely to enroll in education after the transition to motherhood, we find a non-trivial positive effect of mothers' college education during early childhood on children's GPA in adolescence. We interpret this finding to indicate that the return to maternal education depends on the level of human, cultural, and social capital the mother had before enrolling in education, and the economic and emotional support mothers have while enrolled in education.

Towards a balanced multiculturalism? Immigrant integration policies and immigrant children's educational performance

AbstractThe present study examines whether a host country's institutional environment of immigrant integration influences immigrant youth's integration into its educational system. Ensuring immigrant youth are well integrated into the educational system bears paramount societal significance because the educational pathways of these youth will determine not only their own life trajectories but also the future of society as an integrated whole. Based on a dataset that links PISA 2015 with MIPEX 2010, a series of cross‐national multilevel analyses has been conducted for 227,028 children in 34 OECD countries. Two important patterns stand out in the results. First, the academic performance of immigrant children tends to be more comparable to that of their non‐immigrant peers in countries characterized by a more egalitarian distribution of civic rights. Second, the performance gap for immigrant children appears smallest in countries characterized by a medium level of sociopolitical promotion of group‐based cultural rights. These patterns suggest that policy efforts toward balancing between diversity and unity combined with systemic levers for egalitarian civic rights may contribute to the macro‐level institutional environment in which social disadvantages of immigrant students can be mitigated.