Predictors Of Educational Outcomes Research Articles

Timing Matters: Exploring the Age-Graded Effects of Juvenile Arrest on Educational Attainment

Scholars have spent considerable time studying barriers to educational attainment. This work has highlighted the deleterious effects of juvenile arrest on educational attainment but has overlooked the importance of timing of first arrest in this age-graded process. Using data from the National Longitudinal Survey of Youth (NLSY97), this study examines the age-graded nature of arrest experiences on educational attainment. The analysis reveals that age at first arrest is a predictor of educational outcomes, emphasizing the detrimental effects of early arrests. These findings highlight the importance of addressing juvenile delinquency through supportive interventions rather than punitive measures. Given the current educational and juvenile justice landscape, the implications of this study are even more relevant.

Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes

Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes

The Effect of Parental Social Status in Academia: Comparative Case of the Public/Private University in Morocco

In the education system, the different parental resources of university students are linked to social inequality by distinct mechanisms, they are reproduced and legitimized. The socio-economic status (SES) of students assumed to be indexed, by the level of education, parental occupation, or family income, is a predictor of educational outcomes. The implementation of interventions that reduce the gap in the achievement of Socio-Economic Status (SES), can face significant ideological obstacles. In a purely sociological approach, our comparative study analyzes through a questionnaire survey, the socio-economic and cultural environment of the students of two Moroccan universities, the Faculty of Sciences Ben M'Sick (FSBM) of Casablanca, a public institution, and a private institution located in the same city but geographically in an upscale neighborhood. The results obtained attest that the social and cultural heritage of parents transmitted to students has effects on social reproduction, as well as the strong significant involvement of social origin in the learning process.

Subgroup discovery in structural equation models.

Structural equation modeling is one of the most popular statistical frameworks in the social and behavioral sciences. Often, detection of groups with distinct sets of parameters in structural equation models (SEM) are of key importance for applied researchers, for example, when investigating differential item functioning for a mental ability test or examining children with exceptional educational trajectories. In the present article, we present a new approach combining subgroup discovery-a well-established toolkit of supervised learning algorithms and techniques from the field of computer science-with structural equation models termed SubgroupSEM. We provide an overview and comparison of three approaches to modeling and detecting heterogeneous groups in structural equation models, namely, finite mixture models, SEM trees, and SubgroupSEM. We provide a step-by-step guide to applying subgroup discovery techniques for structural equation models, followed by a detailed and illustrated presentation of pruning strategies and four subgroup discovery algorithms. Finally, the SubgroupSEM approach will be illustrated on two real data examples, examining measurement invariance of a mental ability test and investigating interesting subgroups for the mediated relationship between predictors of educational outcomes and the trajectories of math competencies in 5th grade children. The illustrative examples are accompanied by examples of the R package subgroupsem, which is a viable implementation of our approach for applied researchers. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Identifying profiles of students\u2019 school climate perceptions using PISA 2015 data

The concept of school climate has received much attention as a predictor of educational outcomes, including students’ well-being, academic achievement, and motivation. To measure this concept, international large-scale assessments often rely on students’ perceptions of its different dimensions, such as their sense of belonging, teacher support, and disciplinary climate. However, students may perceive these dimensions differently and, ultimately, create inter-individual variation—a variation that has been explained only to a limited degree in the current body of literature. The present study explores this variation for the Norwegian PISA 2015 data (N = 5313). Using the person-centered approach of latent profile analysis, we found evidence for the existence of three student profiles: (1) students with consistently positive perceptions, (2) students with moderately negative perceptions, and (3) students with extremely negative perceptions, especially concerning teachers’ fairness and bullying. These results support the hypothesis of individual differences in school climate perceptions.

Equity and Excellence: The Effect of School and Sociodemographic Variables on Student Achievement

The purpose of this analysis was to examine issues of equity and excellence by means of exploring the relevance of school and sociodemographic variables on student performance in a large county of Kentucky. The study was correlational in nature. Hierarchical multiple regression analyses were used to identify the predictors of student achievement for the last four years. The predictors included school and sociodemographic variables. The dependent variable was operationalized using school scores on a standardized test, the Comprehensive Test of Basic Skills (CTBS). Previous research suggesting that poverty is the best predictor of educational outcomes was supported, but other variables were also found to be significant. Implications for policy and administrative practice are discussed.