High Socioeconomic Status Schools Research Articles

Constructing and storytelling: accommodating different play orientations in learning spatial thinking

Spatial ability is malleable and belongs in the preschool. For preschoolers, many analytical activities with one correct answer such as tangram have been developed. Less is known about employing open-ended design assignments to creatively practice spatial thinking. Little attention has been paid to the mutual qualitative differences between children when engaged in spatial thinking and insight in children’s motivation is lacking. As design and play have much in common, our first study investigated play orientations during free play of 49 Dutch preschoolers during free play in a low and a high SES school. Participative interviews and observations in the construction and home corners of two schools uncovered different play orientations– construction and pretend play - and either a focus on open-ended objects or on defined objects. In a subsequent study, the influence of these play and object orientations on how children design was investigated. This study with 13 children also used generative design research methods grounded in ethnographic research and therapeutic practices. Using an empathic, story-based, open-ended design challenge, results showed that play-orientations of children influence the length and nature of the design activities as well as the design outcomes. Children with a pretend-play orientation are longer engaged and talk more about the character involved. They usually built organic structures with a variety of objects, while construction-oriented children mainly built sturdy and geometrical structures and mainly used open-ended objects. In all play orientations, spatial thinking was practiced and children were spatially challenged. For example, in all orientations difficulties arose around getting the character in out the structure, however, as different structures were build, the nature of these difficulties were also different. Open-ended design activities that contain characters and problems children can empathize with are a valuable addition to the palette of activities to develop spatial thinking in early classrooms. Our study shows that design activities stimulate children to practice spatial thinking in a creative context and have the ability to engage children with a pretend-play orientation who are otherwise less engaged in construction. The play-orientations and object-orientations are informative for research and the development of spatial educational interventions aiming at a diversity of learners.

Investigating the walkability of primary, secondary and K-12 schools across metropolitan Perth, Western Australia

Having a walkable built environment is important to encourage active school transport. The aim of this study was to measure the walkability of all Perth, Western Australia (WA) schools and investigate whether differences in walkability exist by school type, socioeconomic status (SES) and/or subregion. Geographic Information Systems technology was used to measure walkability (i.e., traffic exposure and pedestrian connectivity) surrounding all Perth schools (n = 651) in 2021. Walkability scores and their individual components were compared using odds ratios and one-way ANOVAs with post-hoc comparisons by school type (primary, secondary and K-12; government and non-government), school SES and subregion. The majority of Perth schools (73.8%) were below the WA Planning Commission’s target for a walkable catchment area. Neighbourhoods surrounding high SES schools were significantly more walkable than neighbourhoods surrounding medium and low SES schools (mean walkability scores: 12.4, 10.5, 10.1, respectively, p < .001). Neighbourhoods surrounding schools located in the Central subregion (mean 12.3) were significantly more walkable than neighbourhoods surrounding schools located in the North-West (mean 11.0, p = .024), South Metropolitan (mean 10.0, p < .001) and North-East (mean 8.4, p < .001) subregions. No significant differences in walkability index scores were found for school type. This study found a large proportion of Perth schools were surrounded by disconnected street networks and that neighbourhoods surrounding high SES schools were, on average, more walkable than neighbourhoods surrounding medium and low SES schools. The results highlight the importance of modifying the built environment to increase opportunities for active school transport, particularly in low and medium socio-economic areas.

Socio-economic status, mastery-approach goals and learning-related outcomes: Mediation and moderation.

Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals. This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (mediation) and whether SES modifies the relationship between mastery-approach goals and these outcomes (moderation). Data came from 595,444 students nested in 21,322 schools across 77 countries. Data were analysed using multilevel-moderated mediation analyses. We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools. Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.

Caries prevalence and water fluoridation in Israel: a cross-sectionalstudy.

To assess the effect of Community Water Fluoridation (CWF) in the prevalence of dental caries and dental fluorosis in 12-year-old children living in Israel. Considering that CWF is important in the prevention of dental caries. Between 2002 and 2014, the water in communities of at least 5000 individuals was fluoridated. In 2014 CWF in Israel stopped. Data on 12-year-old children from all areas in Israel from the national crosssectional epidemiological survey conducted in 2011-2012 were stratified by city water fluoridation and by city and school socio-economic status (SES). Two dependent variables were defined: (1) DMFT index -caries experience in the permanent dentition; (2) dental fluorosis in central incisors using the Thylstrup-Fejerskov (TF) classification of fluorosis. Data from 2181, 12-year-olds was analyzed. the average DMFT was 1.17+1.72 and 49% were caries free. Based on DMFT, the caries experience was significantly higher in nonfluoridated cities (1.38 vs. 0.98 in fluoridated cities) and there were more caries free children 56.4% in fluoridated cities vs. 40.6% in non-fluoridated. DMFT was higher in cities with lower SES than high SES (1.29 vs. 1.05 respectively, p<0.001) and there were less caries free children in low SES (44.5% vs. 53% in high SES cities, p<0.0001). Almost all the 10.3% of children with signs of fluorosis (scoring at least 1 in TF index), had questionable to mild fluorosis (9.3%). CWF is a cheap, simple method of dental health protection that reaches all socio-economic levels and cessation of water fluoridation reduced the health of Israel's children. Water fluoridation provides substantial caries prevention, by reaching a substantial number of people. The relevance of this work is for policymakers to consider CWF as clinically proven method for reducing health inequalities.

How the Medicine and Science programmes can overcome the impacts of low SES secondary school educational disadvantage

ABSTRACT This study focuses on educational attainment in New Zealand’s undergraduate programmes in medicine and science (N = 750 and N = 4722, respectively), by following four student cohorts over the course of their degree. This research aimed to identify the extent to which studying in competitive academic programmes (Medicine and BSc) attenuate educational disparity related to schools’ socio-economic backgrounds. We found that Science students coming from the lowest Socioe-conomic Status (SES) schools had lower attainment in their first tertiary year but their achievement improved throughout the programme while outperforming all other students in their third year. However, medicine students from lowest SES schools had lower attainment in their first year but from their second year, their attainment was not significantly different from their counterparts coming from higher SES schools. This study’s findings, support the selection processes for these programmes, allowing students from disadvantaged secondary schools to enrol and succeed in competitive academic programmes.

The ability of low- and High-SES schools to inhibit learning losses during the COVID-19 pandemic

The study examined whether the pandemic-induced digital distance learning affected the ability of educational units to inhibit learning losses and whether their SES compositions modified those effects. By applying random-intercept multinomial regression models to educational units’ average test scores comparing the 2019–2021 period to the 2017–2019 period based on data from the National Assessment of Basic Competencies in Hungary, the results indicated that educational units were less likely to inhibit learning losses during the COVID-19-affected two-year period. Educational units with less advantaged student SES composition were more susceptible to a decrease in their average mathematics test scores than the most advantaged institutions. Nevertheless, the pandemic did not seem to have an additional negative effect on educational units with the most disadvantaged SES composition.

Uses of Health Care System Medical Care Services by Athletes After Injury at the HighSchool Level.

Health care utilization can vary by age group, geographic location, and socioeconomic status (SES). A paucity of information exists regarding the availability and utilization of medical care by injured scholastic athletes. The purpose of this study was to describe and compare injuries and health care service utilization by school SES over an academic year. Injury and health care service data was collected from 1 large school district. Percentage of free and reduced lunch (FRPL) for each school was calculated to stratify schools into high (<50% FRPL) and low (≥50.1% FRPL) SES groups. Incidence proportion and relative risk (RR) with 95% confidence intervals (95% CI) were calculated. About 1756 injuries were reported among over 7000 participating athletes from 14 high schools. Similar injury incidence proportions were reported between high and low SES schools (RR=1.10 [1.00-1.20]). Athletes from low SES schools were twice (RR=2.01 [1.21-3.35]) and over three (RR=3.42 [1.84-6.55]) times more likely to receive emergency and physical therapy care. SES was not associated with the use of physician, imaging, or surgery services. School medical providers and administrators should have ready and provide a list of trusted outside primary care and specialty providers that have experience in sports medicine. They should also enquire and follow up on which outside provider the high school athlete will seek care when referring out to outside providers. Injury incidence was similar between high and low SES schools. However, athletes from low SES high schools were over 2-fold more likely to use emergency department services. Understanding factors influencing health care services choice and usage by student athletes from different socioeconomic backgrounds may assist sport medicine clinicians in identifying barriers and potential solutions in improving time to health restoration, athlete outcomes, and health care monetary burden.

The impact of school climate in social-normative expectations in low and high SES schools.

This study examined the associations among race/ethnicity, school climate, and social-normative expectations (expectations about peers' future achievement) in high and low socioeconomic status (SES) schools, with a particular focus on school climate as a process that might influence social-normative expectations. Results showed that more positive perceptions of school climate were significantly associated with higher levels of social-normative expectations in both low and high SES settings. Additionally, identifying as Black was negatively associated with social-normative expectations in both high and low SES schools. School climate significantly moderated the negative relationship between race and social-normative expectations in high SES schools; however, there was no moderation in low SES schools. In both high and low SES schools, school climate was a robust predictor of social-normative expectations, highlighting the importance of social-normative expectations as a metric of school climate improvement in both high and low SES schools. In conclusion, policies related to school culture and climate, school improvement, and turnaround should explicitly focus on the connection of racial and ethnic equity, specifically for Black and Latinx students, to reflect the range and reality of students' social-normative expectations.

Socioeconomic status biases among children and adolescents: The role of school diversity and teacher beliefs in Nepal.

Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N=605, 52% girls, Mage =13.21, SDage =1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were more likely to expect inclusion of a low SES character than were students attending high SES schools. With age, high SES participants attending mixed SES schools increasingly expected the inclusion of the low SES character. Moreover, teachers' democratic beliefs in high SES schools predicted inclusive expectations. Teacher beliefs and school diversity play a significant role for fostering students' inclusivity in educational contexts.

Intersecting Inequalities: Racial/Ethnic and Socioeconomic Differences in Math Achievement and School Contexts in California

Abstract Past research extensively documents inequalities in educational opportunity and achievement by students’ race/ethnicity or socioeconomic status (SES). Less scholarship focuses on how race/ethnicity and SES interact and jointly contribute to educational inequalities. We advance this burgeoning line of scholarship by charting math achievement trajectories and school socioeconomic composition by both student race/ethnicity and SES in California from 2014–15 through 2017–18. Linked administrative data allow us to operationalize student SES more richly than point-in-time free meal eligibility, a measure commonly used in education research. We find evidence of considerable racial/ethnic disparities in math achievement and school socioeconomic composition among same-SES students. White and Asian students score substantially higher on math achievement tests and attend higher-SES schools than same-SES Hispanic and Black students. Achievement and contextual inequalities are related: differential exposure to school SES by student race/ethnicity is associated with racial/ethnic achievement disparities within SES groups. Our findings show that SES does not translate into the same contextual or achievement advantages for students of all racial/ethnic groups, demonstrating the importance of jointly considering student race/ethnicity and SES in future research and policy development.

Partial agreement between task and BRIEF-P-based EF measures depends on school socioeconomic status.

Executive functions (EF), either conceptualized as skills involved in regulation of cognition and emotion in service of goal-oriented behavior, or reductively as working memory, flexibility and inhibitory control, are commonly invoked constructs in developmental science. Two main traditions on EFs measurement prevail, one consisting of ratings obtained through questionnaires that inquire on behavior in common situations, the other based on performance in laboratory tasks. Whether both types of assessment actually refer to the same constructs is not consensual. Further, the role of school context in the degree of correspondence between both types of measures remains largely unexplored. Here, we show in a sample of over 220 children (age M=5.6, SD = 0.4 years), by means of multilevel models, that whether EF tasks can predict BRIEF-P ratings and vice-versa, depends on the process considered and on the school SES. Inhibitory control, planning, and global executive functioning are associated with BRIEF-P ratings in all schools. In contrast, we found no association among measures of flexibility independently of school SES. For working memory, we found that questionnaire rating predicts span only in high SES schools, but span predicts behaviors across schools. Our findings contribute to a growing body of literature that proposes constructs assessed by questionnaires and tasks only partially overlap and suggests that school SES may be a relevant factor to consider when questionnaires are answered by teachers.

Dietary disparities among adolescents according to individual and school socioeconomic status: a multilevel analysis

This study aimed to estimate disparities in dietary habits according to the individual and contextual socioeconomic status (SES), while taking into account school nutrition-related characteristics. Data came from the 2018 cross-sectional “Health Behaviour in School-aged Children” (HBSC) survey. Multilevel multiple logistic regressions were performed. Over two-thirds of the observed variance was explained by individual and school characteristics, with SES being the main contributors. For example, 76.9% of the variance in daily sugar-sweetened beverage (SSB) intake was explained by individual and school characteristics. Adolescents of a secondary or lower parental education level were more likely to consume SSB daily than those of a post-secondary level (aOR = 1.46 (1.29–1.66)). Compared to those in a high SES school, the odds to consume SSB daily was higher for adolescents in low SES schools (aOR = 2.37(1.90–2.96)). These findings support the need for schools to pursue a consistent nutrition policy, with an increased support in low socioeconomic populations.

Influence of socio-economic status on lifestyle preferences contributing to childhood obesity: A cross-sectional study

Background: Socioeconomic status (SES) is the major determinant for lifestyle preferences in individuals, contributing to development of metabolic diseases like obesity. Aims: This study was undertaken to study the influence of SES on lifestyle preferences, namely dietary habits, food beliefs, physical activity, and their contribution to childhood obesity in school children of Pune city. Settings and Design: School-based, cross-sectional, observational study. Materials and Methods: Following approval from the Institutional Ethics Committee, the study was conducted in schools representing high, medium, and low SES in Pune. Children of either sex, aged 9–14 years were recruited after obtaining parental consent and verbal assent of children. Anthropometry and body composition along with dietary choices, food beliefs, and physical activity was recorded using predesigned questionnaires. Statistical Analysis: Parametric data are expressed as mean ± standard deviation, whereas nonparametric data are expressed as median (range). Distribution of children into different weight categories and data regarding unhealthy food consumption frequency and food beliefs is expressed in percentages. Results: Of 424 total recruited children, obesity prevalence was the highest in high SES school children (10.49%) while overweight prevalence was high in middle SES school children (18.11%). Middle SES school had maximum children with high waist circumference and body fat percentage along with high frequency of unhealthy food consumption. Surprisingly, activity profile from middle SES school was significantly better as compared to other schools. Conclusion: Children from middle SES school with maximum prevalence of overweight displayed poor dietary choices, average food beliefs, and habits pressing the need for aggressive strategies for obesity prevention.

Comparative Analysis of Literature and Narratives Regarding Teaching Practices in Low SES School Districts

The purpose of this research is to shed light on the educational disparities that exist within the US regarding socioeconomic status (SES). An in-depth interview was performed with a teacher who teaches in a majority high SES school setting and compared with an interview with a teacher who teaches in a majority low SES school setting. Combining literature and narratives, I provide an overview of the pertinent issues related to SES and schools and urge continued research on this topic. Results found three distinct areas of difference: availability of resources, emotional and behavioural health, and COVID-19 response. Educational experiences should not have to vary based on socioeconomic status, and as we strive for equitable education, we ought to continue research such as this.

Activity of the Toll-like receptor ligands in children with high and low socioeconomic backgrounds

BackgroundAdjuvants are essential in the induction of immunity by vaccines and interact with receptors, including the Toll-like receptors (TLRs). Responsiveness of these receptors differs between and within populations, which impacts vaccine effectiveness. ObjectiveHere we examine how the innate cytokine response towards TLR ligands differs between high and low socioeconomic status (SES) school-aged children from Makassar, Indonesia. MethodsWe stimulated whole blood from children, of which 27 attended a high SES school and 27 children a low SES school, with ligands for TLR-2/1, -2/6, -3, -4, -5, -7, -9 and measured pro- (TNF) and anti-inflammatory (IL-10) cytokines released. ResultsIn the low SES there is an increased pro-inflammatory response after 24 h stimulation with TLR-2/1 ligand Pam3 and TLR-4 ligand LPS compared to the high SES. Comparison of the response to LPS after 24 h versus 72 h stimulation revealed that the pro-inflammatory response in the low SES after 24 h shifts to an anti-inflammatory response, whereas in the high SES the initial anti-inflammatory response shifts to a strong pro-inflammatory response after 72 h stimulation. ConclusionWe observed differences in the TLR-mediated innate immune response between children attending low and high SES schools, which can have important implications for vaccine development

Relationships between urban vegetation and academic achievement vary with social and environmental context

Urban greening is increasingly suggested as a means of supporting the health and well-being of urban populations. Given positive relationships between vegetation and academic performance, urban greening could support scholastic achievement, enhancing future success in life. These relationships may vary among social and environmental contexts, however, suggesting greening benefits populations unequally. We investigated relationships between vegetation and academic achievement as indicated by high school graduation rates across social and environmental contexts in the continental US, assessing this variation and the potential for urban vegetation to support academic attainment. We categorized 1,333 public high schools based on the socioeconomic and environmental attributes of their attendance areas using k-means clustering. We identified variation in relationships between vegetation and graduation rate based on socioeconomic status (SES) and estimated conditional mean rates by environmental category using multilevel beta regression. We found significant variation in the relationship between school graduation rate and vegetation among vegetation types and socio-economic contexts. Graduation rates were lower in high-intensity (i.e., more extensively built), low tree-cover settings and higher in lower-intensity (i.e., less extensively built), high tree-cover or agricultural settings. Agricultural vegetation associated positively with graduation rate broadly, while non-forest vegetation exhibited negative relationships for low-SES, majority Black schools. Tree canopy exhibited positive relationships that were stronger for high-SES schools and low-SES, majority Latino/a schools. These results highlight the importance of social and environmental context in mediating relationships between vegetation and academic achievement and the need to consider these disparities in supporting academic success through urban vegetation management.

School Credentials: A Matter of Educational Sector, School and Urban Locality’s Socio-Economic Contexts

Based on an ecological approach, the study examines the types of matriculation credentials that students achieved in four social contexts defined by the socio-economic status (SES) of the schools and the urban localities in which they are situated while comparing between Jewish and Arab educational sectors in Israel. About 23,726, 12th grade students from 453 schools located in 66 large urban localities were analyzed using hierarchical multilevel models. In the Jewish education, students obtained higher credentials in high-SES schools located in high-SES localities (congruent schools); whereas in the Israeli-Arab education, students obtained the highest credentials in high-SES schools located in low-SES localities (enclave schools). The findings are discussed in view of the exposure to “context vulnerability” and Israeli-Arab segregation.

The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries

Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

Entropy of Co-Enrolment Networks Reveal Disparities in High School STEM Participation.

The current study uses a network analysis approach to explore the STEM pathways that students take through their final year of high school in Aotearoa New Zealand. By accessing individual-level microdata from New Zealand’s Integrated Data Infrastructure, we are able to create a co-enrolment network comprised of all STEM assessment standards taken by students in New Zealand between 2010 and 2016. We explore the structure of this co-enrolment network though use of community detection and a novel measure of entropy. We then investigate how network structure differs across sub-populations based on students’ sex, ethnicity, and the socio-economic-status (SES) of the high school they attended. Results show the structure of the STEM co-enrolment network differs across these sub-populations, and also changes over time. We find that, while female students were more likely to have been enrolled in life science standards, they were less well represented in physics, calculus, and vocational (e.g., agriculture, practical technology) standards. Our results also show that the enrollment patterns of Asian students had lower entropy, an observation that may be explained by increased enrolments in key science and mathematics standards. Through further investigation of differences in entropy across ethnic group and high school SES, we find that ethnic group differences in entropy are moderated by high school SES, such that sub-populations at higher SES schools had lower entropy. We also discuss these findings in the context of the New Zealand education system and policy changes that occurred between 2010 and 2016.

An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques.

International large-scale assessments, such as PISA, provide structured and static data. However, due to its extensive databases, several researchers place it as a reference in Big Data in Education. With the goal of exploring which factors at country, school and student level have a higher relevance in predicting student performance, this paper proposes an Educational Data Mining approach to detect and analyze factors linked to academic performance. To this end, we conducted a secondary data analysis and built decision trees (C4.5 algorithm) to obtain a predictive model of school performance. Specifically, we selected as predictor variables a set of socioeconomic, process and outcome variables from PISA 2018 and other sources (World Bank, 2020). Since the unit of analysis were schools from all the countries included in PISA 2018 (n = 21,903), student and teacher predictor variables were imputed to the school database. Based on the available student performance scores in Reading, Math, and Science, we applied k-means clustering to obtain a categorized (three categories) target variable of global school performance. Results show the existence of two main branches in the decision tree, split according to the schools’ mean socioeconomic status (SES). While performance in high-SES schools is influenced by educational factors such as metacognitive strategies or achievement motivation, performance in low-SES schools is affected in greater measure by country-level socioeconomic indicators such as GDP, and individual educational indicators are relegated to a secondary level. Since these evidences are in line and delve into previous research, this work concludes by analyzing its potential contribution to support the decision making processes regarding educational policies.