School-level Socioeconomic Status Research Articles

Trends in educational inequalities in Ireland’s primary schools: an analysis based on TIMSS data (2011–2019)

BackgroundSocioeconomic characteristics are persistently and systematically related to academic outcomes, despite long-standing efforts to reduce educational inequality. Ireland has a strong policy focus on alleviating educational disadvantage and has seen significant improvements in mathematics and science performance in recent years. This study investigates patterns of socioeconomic inequalities in 4th grade students’ performance in mathematics and science between 2011 and 2019. Two measures of inequality are examined: (i) inequality of achievement, i.e., the degree of variability in student performance and (ii) inequality of opportunity, i.e., the extent to which student performance is related to background characteristics.MethodsData for 4th-grade students in Ireland from TIMSS 2011, TIMSS 2015 and TIMSS 2019 were used. Mathematics and science achievement were the main outcome measures. The home resources for learning index was used as a proxy for student-level socioeconomic status. School-level socioeconomic status was examined according to schools’ participation in the Delivering Equality of Opportunity in Schools (DEIS) programme, which is the Department of Education’s main policy initiative addressing educational disadvantage. Descriptive and multilevel regression analyses were conducted to explore variability in student performance and to investigate the variance in achievement explained by socioeconomic factors, across cycles and subjects.ResultsBetween 2011 and 2015, between-student and between-school differences in mathematics and science performance became smaller, as shown by the decrease in standard deviations and the intraclass correlation coefficients (ICCs). This points to reduced inequality of achievement. Between 2015 and 2019, a small increase in inequality of achievement was observed.Regarding inequality of opportunity, students’ home resources for learning and school disadvantaged status were statistically significantly related to mathematics and science achievement across all three cycles. Overall variance explained by these two variables increased from 2011 to 2019. This points towards increasing inequality of opportunity over the period examined.Performance gaps between disadvantaged and non-disadvantaged schools have been reduced over time; however, the relationship between home resources for learning and achievement appears to have strengthened. Findings were consistent for both subjects.ConclusionsThe findings indicate that improvements in overall performance do not necessarily reflect improved equality. Ireland’s improvements in average mathematics and science performance between 2011 and 2015 were accompanied by reduced inequality of achievement. Performance differences between disadvantaged and non-disadvantaged schools have been reduced over time, suggesting that the DEIS policy is meeting its goal of narrowing achievement gaps based on concentrations of educational disadvantage. However, inequality of opportunity linked to student-level socioeconomic factors (i.e., home resources for learning) appears to have increased over time. These findings are valuable in the context of measuring and tracking educational inequalities.

School-Level Socioeconomic Status and Nutrient Content of Outdoor Food/Beverage Advertisements.

We examined if areas around schools with more students of lower socioeconomic status (SES) have more total food/beverage advertisements and/or more advertisements with poorer nutritional content as compared to areas around schools with fewer students with lower SES. All outdoor food/beverage advertisements within a half-mile radius of 47 middle and high schools in the United States were objectively documented in 2012 and coded for nutritional content. The total number of advertisements and the macronutrient and micronutrient contents (total calories, fat (g), protein (g), carbohydrate (g), sugar (g), and sodium (mg)) of food and beverage items depicted in the advertisements were calculated. In total, 9132 unique advertisements were recorded, with 3153 ads displaying food and beverages that could be coded for nutrient content. Schools located in areas of lower SES (≥60% students receiving free/reduced-price lunch) had significantly more advertisements displaying food and beverages that could be coded for nutrient content (z = 2.01, p = 0.04), as well as advertisements that contained more sodium (z = 2.20, p = 0.03), as compared to schools located in areas of higher SES. There were no differences in calorie, fat, protein, carbohydrate, or sugar content. Policies to reduce the prevalence of outdoor food and beverage advertising are warranted.

A mixed methods study of middle students' science motivation and engagement profiles

Targeting motivation and engagement in science is crucial for middle school students' achievement. This mixed methods study aimed to better understand middle school student engagement and motivation profiles in science by applying latent profile analysis (N = 1828) and student focus group interviews (n = 27). Quantitative results showed five profiles characterized by unique configurations of motivation (self-efficacy, mastery and performance goal orientations) and engagement. Specifically, three profiles (Highly Motivated and Engaged, Average Motivation and Engagement, Below Average Motivation and Engagement) demonstrating level effects and two profiles that demonstrated shape effects (Unmotivated and Disengaged, Mastery Motivated and Engaged) emerged. Grade and school level socioeconomic status were significant predictors of profile membership, and profiles characterized by higher motivation and engagement were associated with higher science achievement. Qualitative findings provided insight into how profile indicators manifest in urban classrooms including how the various motivation and engagement dimensions co-occur as students participate in various science activities. The integration of quantitative profiles and qualitative themes contribute to our understanding of not only how students differ in their motivation and engagement, but also what these profile indicators look like in situ and relate to science learning outcomes. Practical implications for teachers, such as differentiated approaches to support students' unique motivation and engagement needs, are discussed. Finally, lines for future research are outlined, underscoring the affordances of the mixed methods approach in person-centered work.

Epistemic beliefs in science, socio-economic status, and mathematics and science test results in lower secondary education: a multilevel perspective

The role of epistemic beliefs in science (EBS) and socio-economic status (SES) on mathematics and science test results on both student- and school-level data was investigated via a secondary analysis of Estonian Programme for International Student Assessment (PISA) 2015 survey data. The effective sample comprised 3991 students (52% girls, 48% boys) from 81 schools. Complementing bivariate correlation analysis, two-level regression models were computed where mathematics and science test scores were predicted from student- and school-level EBS as well as SES. Mathematics and science test scores had a medium-sized correlation with both EBS as well as SES on the student-level data. These correlations were larger on the school-level data. Multilevel analyses showed that both higher mathematics and science scores were predicted by male gender, higher student-level SES and EBS, and higher school-level SES. Higher school-level EBS significantly predicted better science test scores, but this was not the case with mathematics.

Incorporating equity into active commuting to school infrastructure projects: A case study

• The 2016 Austin Mobility Bond provided funding for active transportation projects. • The SRTS process prioritized projects using demand, community input, safety, and equity. • Qualitative data highlighted inequities in fund allocation, though equity was a criterion in project prioritization. • Low-resource communities need significant funding to achieve optimal SRTS infrastructure. • Prioritizing equity over equality in distribution of funds for SRTS projects is important. The City of Austin, Texas, USA allocated significant funding for comprehensive Safe Routes to School (SRTS) infrastructure projects split equally across Council districts, but allocated funds using a scoring system incorporating demand, community input, safety, and equity. This case study describes the SRTS project prioritization process and provides a qualitative assessment of how well health equity was addressed. Data from City of Austin reports were combined with school-level demographic data to determine equity of need distribution; interviews were conducted with city-level stakeholders. Area- and school-level socioeconomic status represented equity measures in prioritization of projects for construction. Results indicate that council districts with the highest funding needs had an average of >80 % economically disadvantaged students, and qualitative data identified the equal, but inequitable nature of the funding among the council districts was a top concern. Lessons learned from this process can serve as an example for equity considerations in active transportation infrastructure.

School quality matters: A multilevel analysis of school effects on the early reading achievement of Black girls

Early reading achievement is essential for all children’s development and future success. However, U.S. schools continue to under prepare Black children in early literacy, as evidenced by disparate outcomes observed for this population of learners. The under preparation of Black students is problematic, given the strong negative correlation between early reading proficiency and high school graduation. Preschool learning opportunities are a means to curb this trend, but these instructional opportunities vary in quality and effectiveness. Variations in quality may significantly impact Black girls. Little specific attention has been given to the early reading of Black girls.’ Therefore, this article’s purpose is to assess the effects of schools on the early reading achievement of Black girls. This study used multilevel modeling to gauge the effects of schools on Black girls’ early reading achievement. Our estimates provide correlational inferences concerning the associations between school characteristics and the early reading achievement of Black girls. The reading achievement of a representative sample of Black girls ( N = 886) and their corresponding schools was used to assess school effects. The schools’ socioeconomic status (SES) and school locations were the primary school characteristics of interest. Results indicate that schools account for approximately 18% of the variation in Black girls’ early reading achievement. Thus, schools play a meaningful role in the early reading achievement of Black girls. School-level SES was negatively correlated with Black girls’ early reading achievement, but this effect was mediated by school location. In conclusion, schools’ observed effects on early Black girl achievement were moderate and influenced by school location. Implications for supporting the early reading achievement of Black girls are provided for educational stakeholders.

School-Level Poverty and Rurality Associated With Differences in Sexual Risk Behaviors Among U.S. Public High School Students

PurposeThis study examined associations between student sexual behaviors and both school-level socioeconomic status and metropolitan status. MethodsNational Youth Risk Behavior Survey data from 2017 (N = 14,765, response rate = 60%) and 2019 (N = 13,677, 60%) were combined. School-level socioeconomic status (low-, mid-, and high-poverty based on the percentage of students eligible for free or reduced-price meals) and metropolitan status (urban, suburban/town, or rural) were identified for students attending public high schools. Sexual behaviors included currently sexually active, four or more lifetime sexual partners, condom use during the last sexual intercourse, hormonal birth control use during the last sexual intercourse, condom and hormonal birth control use during the last sexual intercourse, and drank alcohol or used drugs before the last sexual intercourse. Adjusted prevalence ratios were calculated using logistic regression models, controlling for sex, race/ethnicity, and grade. ResultsCompared to students attending low-poverty schools, high-poverty school students were significantly more likely to be currently sexually active (adjusted prevalence ratio = 1.4 [95% confidence interval = 1.1–1.8]) and have four or more lifetime sexual partners (1.6 [1.0–2.5]), but were significantly less likely to have drank alcohol or used drugs before the last sexual intercourse (.7 [.5–.9]) and have used hormonal birth control during the last sexual intercourse (.7 [.6–1.0]). Compared to students attending rural schools, urban school students were significantly less likely to be currently sexually active (.8 [.7–.9]) and have four or more lifetime sexual partners (.7 [.5–.9]). ConclusionsSchool-level socioeconomic status and metropolitan status were associated with differential risk in sexual behaviors.

Physics Teacher Retention, Migration, and Attrition

ABSTRACT The issue of science teacher turnover has been examined in many national studies, yet most educational policies related to teacher preparation and student performance are determined at the state level. There has been a lack of research that explores this issue in specific science domains. The present nonexperimental longitudinal study examined physics teacher retention, attrition, and migration patterns over a five-year period from 2012 to 2017 in the case of New York State. The theoretical framework is based upon theories of teacher retention, attrition, and migration, specifically with regard to teacher preparation, organizational culture, and student performance in physics. The sample included 1472 teachers, 105 of whom retired from the profession. Of the remaining 1367 physics teachers, 78.3% (n = 1070) were retained in their schools, 13.2% (n = 181) left public school teaching all together preretirement, and 8.5% (n = 116) migrated to work in other school districts. Multinomial logistic regression determined physics teacher attrition was predicted by years of teaching experience (professional age), school-level socioeconomic status, school locale, and course load taught in physics. A significant interaction between professional age and urban locale suggested novice teachers in urban schools were particularly vulnerable. Physics teacher migration was predicted by professional age and school-level socioeconomic status. Of the novice teachers who migrated to other schools, approximately one-third left urban and rural schools to work in suburban schools while most of the others migrated to similar locales. Implications for the support and preparation of novice physics teachers, particularly those who work in high need schools, are discussed.

Associations between gender, school socioeconomic status, and cardiorespiratory fitness among elementary and middle school students

BackgroundSchools play an important role in providing access to physical activity opportunities for children. There are common economic and gender disparities in physical activity and health-related fitness among children, which may inform a school’s programming needs. The purpose of this study is to gain a better understanding about gender, school-level socioeconomic status, and children’s cardiorespiratory fitness.MethodsThis observational study used 2017–2018 school year data from schools in the Dallas Metropolitan area participating in the Healthy Zone School (HZS) program. Three data sources were integrated: 1) FitnessGram® data, 2) school-level data from the Texas Education Agency, and 3) HZS survey data. Being in the Healthy Fitness Zone (HFZ) for aerobic capacity was the dependent variable, and gender and the percentage of economically disadvantaged students (at the school-level) were key independent variables. Mixed-effects logistic regression models examined associations between dependent and independent variables. Final models were adjusted for age and type of aerobic test.ResultsThere were 67 schools and 15,052 students included in the analysis. When testing main effects, girls had lower odds for being in the HFZ for aerobic capacity than boys (OR = 0.54, CI = 0.47–0.62). Additionally, having a greater percentage of students who were economically disadvantaged was associated with lower odds for being in the HFZ for aerobic capacity (0.98, CI = 0.98–0.99). There was a significant interaction between gender and the percentage of economically disadvantaged students. Results indicated girls had even lower odds (than boys) for being in the HFZ in schools with 90% economically disadvantaged students (OR = 0.44, CI = 0.35–0.55) versus in schools with 15% economically disadvantage students (OR = 0.62, CI = 0.51–0.76).ConclusionsResults suggest girls in Healthy Zone Schools have lower odds to meet aerobic capacity fitness standards than boys. Additionally, boys and girls in schools serving a greater percentage of economically disadvantaged students have lower odds to meet aerobic capacity fitness standards. Last, girls have even lower odds of meeting HFZ standard when attending a school serving a greater percentage of economically disadvantaged students. Thus, schools need to provide more programs for girls targeting aerobic physical activity. This is especially important for schools serving a high percentage of low-income students.

Socioeconomic and gender-based disparities in the motor competence of school-age children

ABSTRACT This study examined socioeconomic and gender-based disparities in motor competence (MC) amongst 6-12-year-old children (N = 2654). Validated product-oriented tests assessing agility, balance and coordination were used to measure MC. School-level socioeconomic status (low, middle, high) was used to assess socioeconomic disparities. Analysis of covariance (ANCOVA) were conducted and odds ratios were calculated for the likelihood of having low MC by gender and socioeconomic status (SES). Girls displayed lower MC than boys for agility and coordination involving object-control (P < 0.001) while boys scored lower than girls for balance and hand-foot coordination (P < 0.001). Children in high SES schools displayed the highest level of MC for agility, balance and coordination (P < 0.001). Compared to the children in high SES schools, odds of having low competence in balance was higher for the children in low SES schools and odds of having low competence in agility and coordination were higher for the children in both low and middle SES schools. Newell’s model of constraints (1986) and Bourdieu’s concept of habitus (1984) were used to consider potential explanations of the observed disparities. To level up inequalities in children’s MC, resources invested in school-based interventions should be proportionate to the school SES.

Overview and Methods for the Youth Risk Behavior Surveillance System - United States, 2019.

Health risk behaviors practiced during adolescence often persist into adulthood and contribute to the leading causes of morbidity and mortality in the United States. Youth health behavior data at the national, state, territorial, tribal, and local levels help monitor the effectiveness of public health interventions designed to promote adolescent health. The Youth Risk Behavior Surveillance System (YRBSS) is the largest public health surveillance system in the United States, monitoring a broad range of health-related behaviors among high school students. YRBSS includes a nationally representative Youth Risk Behavior Survey (YRBS) and separate state, local school district, territorial, and tribal school–based YRBSs. This overview report describes the surveillance system and the 2019 survey methodology, including sampling, data collection procedures, response rates, data processing, weighting, and analyses presented in this MMWR Supplement. A 2019 YRBS participation map, survey response rates, and student demographic characteristics are included. In 2019, a total of 78 YRBSs were administered to high school student populations across the United States (national and 44 states, 28 local school districts, three territories, and two tribal governments), the greatest number of participating sites with representative data since the surveillance system was established in 1991. The nine reports in this MMWR Supplement are based on national YRBS data collected during August 2018–June 2019. A full description of 2019 YRBS results and downloadable data are available (https://www.cdc.gov/healthyyouth/data/yrbs/index.htm).Efforts to improve YRBSS and related data are ongoing and include updating reliability testing for the national questionnaire, transitioning to electronic survey administration (e.g., pilot testing for a tablet platform), and exploring innovative analytic methods to stratify data by school-level socioeconomic status and geographic location. Stakeholders and public health practitioners can use YRBS data (comparable across national, state, tribal, territorial, and local jurisdictions) to estimate the prevalence of health-related behaviors among different student groups, identify student risk behaviors, monitor health behavior trends, guide public health interventions, and track progress toward national health objectives.

Out-of-Field Teaching in Chemistry and Physics: An Empirical Census Study

ABSTRACT This empirical census study was a quasi-experimental analysis of certification level (primary vs. secondary) and in-field vs. out-of-field certification. The sample included chemistry teachers (n = 2312) and physics teachers (n = 1387) in New York State in 2011–12. Findings indicated that the number of out-of-field teachers was relatively low, but this masked disparities in locale and socioeconomic status, with higher incidence of out-of-field teachers in urban and high need schools. Multivariable regression analyses indicated students of out-of-field teachers did not perform as well as students of certified teachers, however, performance was not related to whether teachers had primary or secondary certification. School-level socioeconomic status was the main predictor of student performance. Implications related to equity considerations and science teacher certification policy are discussed.

Links of family- and school-level socioeconomic status to academic achievement among Chinese middle school students: A multilevel analysis of a national study

This study examines the unique and interactive relations between family- and school-level socioeconomic status (SES) and Chinese middle school students’ math and Chinese achievement. The sample includes 10,784 middle school students from 199 schools across rural and urban regions. Two-level multilevel analyses suggest that family- and school-level SES are positively related to individual students’ math and Chinese achievement. Furthermore, school-level SES strengthens the association between family SES and students’ math achievement in rural schools. By contrast, the family SES x school SES interaction is not significant in urban regions. The findings suggest that students from low-SES schools and families in rural China are especially in need of academic support and educational services to close the achievement gap.

Health Empowers You: Impact of a School-Based Physical Activity Program in Elementary School Students, Georgia, 2015-2016.

Most youth in the United States do not meet the recommended 60 minutes of daily physical activity (PA). The school environment offers an opportunity to engage students in PA. The purpose of this study was to evaluate the impact of a comprehensive school-based physical activity program on student PA across student-level and school-level characteristics. PA levels from 3294 fourth grade students in 24 intervention schools and 7 control schools in metropolitan Atlanta, Georgia were measured during the 2015-2016 academic year. PA measures included daily steps in school, steps taken in physical education class (PE), and percent of PE class time spent in moderate-to-vigorous physical activity (MVPA). Intervention effectiveness was assessed using generalized estimating equations adjusting for sex and school-level socioeconomic status (SES). After adjusting for sex and school-level SES, intervention students had significantly higher increases in average daily steps (p < .05), steps taken in PE (p < .01), and percent of PE class spent in MVPA (p < .01) than control students. Our findings demonstrate the effectiveness of CSPAPs in increasing PA. Further research using randomized controlled trials of large-scale implementations, longer follow-up periods, and more diverse student sample is warranted.

Chemistry Teacher Isolation, Contextual Characteristics, and Student Performance

This case study explored chemistry teacher isolation through the compilation and analysis of contextual characteristics and student performance data of 895 public schools and 2321 chemistry teachers in New York State in 2011–12. Data on the teachers’ qualifications along with school characteristics were collected from several independent, publicly available data sources. Chemistry teacher characteristics included professional age, certification type (primary or secondary), and whether the teachers were isolated, that is, the only teachers of chemistry in their schools. School-level data included socioeconomic status, chemistry course-taking rates, and passing rates on the statewide high-stakes chemistry exam. Analysis revealed that more than half of public secondary schools in New York State had isolated chemistry teachers, and they were concentrated in urban schools and had less professional teaching experience. When examining the chemistry performance of students of isolated teachers in a multivariable model, it was determined that school-level socioeconomic status, chemistry-taking ratio, certification type, and professional age were predictors, accounting for 27% of the variance in scores. Results were consistent with mediation analyses indicating both teacher professional age and school test-taking ratio mediated the relationship between socioeconomic status and chemistry passing rate, suggesting that teaching experience and chemistry course-taking rates mitigated the effects of poverty on student chemistry performance. These findings have implications for education policy makers indicating that teacher preparation and induction programs should be re-examined to address: (1) teaching chemistry in isolation and (2) the relationships among school conditions, chemistry teacher retention, and high school chemistry students’ achievement.

Influence of School-Level Socioeconomic Status on Children's Physical Activity, Fitness, and Fundamental Movement Skill Levels.

Authorities recommend that youth undertake at least 60 minutes of daily moderate-to-vigorous physical activity (MVPA), with young people having the opportunity to undertake at least half of this MVPA during school hours. In this study, we examined the influence of school-level socioeconomic status (SES) on children's PA, fitness and fundamental movement skill (FMS) levels, and the barriers and enablers of children's PA in 86 Australian schools (41 primary, 45 secondary). School-level SES was based on an Index of Community Socio-Educational Advantage (ICSEA). School representatives reported potential barriers and enablers for children's PA. We used subjective and objectives measures of PA, fitness, and FMS levels. Multiple logistic regression examined the associations of ICSEA category (low or high) with barriers and enablers, and PA outcomes, adjusting for children's language background and residence. Children from high SES schools were more likely to achieve the healthy fitness zone for cardiorespiratory fitness; those from low SES schools consistently reported more barriers and fewer enablers than their high SES counterparts. Extra efforts may be required to address school-level barriers and enablers to enhance PA, fitness, and FMS levels for schools in disadvantaged areas.

Association of Presence of a School Nurse With Increased Sixth-Grade Immunization Rates in Low-Income Arizona Schools in 2014-2015.

School nurses often play large roles in implementation of school vaccination requirements aimed at controlling the spread of communicable disease. We analyzed the association between the presence of a school nurse and school-level vaccination rates in Arizona. Using school-level data from Arizona sixth-grade schools (n = 749), we regressed average sixth-grade school-level immunization rates on presence of a school nurse (registered nurse [RN] or licensed practical nurse [LPN]) and school-level socioeconomic status (SES), controlling for other school- and district-level characteristics. Schools with a nurse had higher overall vaccination rates than those without a nurse (96.1% vs. 95.0%, p < .01). For schools in the lowest SES quartile, the presence of a school nurse was associated with approximately 2 percentage point higher immunization rates. These findings add to the growing literature that defines the impact of school nurses on student health status and outcomes, emphasizing the value of school nurses, especially in lower SES schools.

70. Sexual Health Behaviors By School Level Socioeconomic Status And Urbanicity, National Youth Risk Behavior Survey (YRBS) 2015-2017

The economic and social conditions in which high school students live and learn (i.e., social determinants of health [SDOH]) influence both academic achievement and health outcomes. Although the Youth Risk Behavior Survey (YRBS) is the longest established, nationally representative, comprehensive surveillance system monitoring health-related behaviors among high school students, the survey does not include individual-level indicators for SDOH. This is the first study to stratify YRBS data by school-level socio-economic status (SES) and urbanicity to examine their association with sexual health behaviors. The national YRBS is a cross-sectional survey conducted biennially among a nationally representative sample of public and private students in grades 9–12. YRBS data from 2015 (N= 15,624, response rate= 60%) and 2017 (N= 14,765, response rate= 60%) were combined, and then linked with extant data to identify school-level estimates for SES (percentage of students eligible for free- and reduced-price meals [%FRPM]) and urbanicity (urban, suburban/town, or rural) among students attending public schools. %FRPM was categorized as low poverty (25% of students or less), average (26%-75%), and high poverty (more than 75%). This study examined whether sexual health behaviors (currently sexually active, 4+ lifetime sexual partners, condom use during last sexual intercourse, hormonal birth control during last sexual intercourse, condom and hormonal birth control during last sexual intercourse [dual use protection], and drank alcohol or used drugs before last sexual intercourse) varied by %FRPM and urbanicity. Adjusted Prevalence Ratios (APR) were calculated using logistic regression models that controlled for sex, race/ethnicity, and grade. Associations were considered significant at p <0.05 level. Compared to students in low poverty schools, students in average (APR=1.33, 95% CI= 1.17-1.51) and high poverty schools (1.44, 1.19-1.73) were more likely to be sexually active, and students in average (1.44, 1.16-1.78) and high poverty schools (1.68, 1.22-2.32) were more likely to have four or more sexual partners. Compared to students in low poverty schools, students in high poverty schools were less likely to use a condom (0.84, 0.74-0.96) or hormonal birth control (0.78, 0.64-0.96) during last sexual intercourse, and students in average (0.79, 0.64-0.97) and high poverty schools (0.71, 0.54-0.94) were less likely to have used alcohol or drugs during last sex. Some sexual health behaviors differed by urbanicity. Compared to students in rural schools, students in suburban/town schools were less likely to be sexually active (0.89, 0.80-0.98); and students in urban schools were less likely to have used hormonal birth control (0.85, 0.73-0.99) and dual use protection (0.72, 0.56-0.92) during last sexual intercourse. High school students attending rural or high poverty schools have a higher prevalence of some sexual health behaviors that increase their risk for teen pregnancy and STIs, including HIV/AIDS. The Centers for Disease Control and Prevention’s YRBS provides an opportunity to examine the relationship between sexual behaviors and SES and urbanicity, key measures for adolescent social determinants of health.

Effect of Cardiorespiratory Fitness on Academic Achievement is Stronger in High-SES Elementary Schools Compared to Low.

Academic achievement is influenced by factors at the student, school, and community levels. We estimated the effect of cardiorespiratory fitness performance on academic performance at the school level in Georgia elementary schools and examined effect modification by sociodemographic factors. This study is a repeat cross-sectional analysis of Georgia elementary schools between 2011 and 2014 (approximately 1138 schools per year). Multivariable beta regression estimated the effect of the proportion of 4th and 5th graders meeting cardiorespiratory fitness standards on the proportion of 5th graders passing standardized tests for Reading, English and Language Arts, Mathematics, Science, and Social Studies and considered potential interaction by school-level socioeconomic status (SES), racial composition, and urbanity. There was a 0.15 higher estimated odds (OR: 1.15 (1.09, 1.22)) of passing the mathematics standardized test for every 10-percentage-point increase in school-level cardiorespiratory fitness among high-SES schools and 0.04 higher odds (OR: 1.04 (1.02, 1.05)) for low-SES schools. This pattern was similar for other academic subjects. No effect modification by racial composition or urbanity was observed for any academic subject. Promoting physical fitness may be effective in improving academic performance among high-SES schools, but additional strategies may be needed among lower-SES schools.

School-Level Socioeconomic Status Influences Adolescents' Health-Related Lifestyle Behaviors and Intentions.

School-level socioeconomic status (SES) influences on adolescents' lifestyle behaviors is understudied. We examined how school-level SES and sex influence adolescents' health-related lifestyle behaviors and intentions. Grade 8 students aged 13-14 years completed an online questionnaire regarding their sociodemographic characteristics, dietary behaviors, physical activity participation and recreational screen-time, and intentions regarding these behaviors. School-level SES, based on an Index of Community Socio-Educational Advantage (ICSEA), was categorized as low or high. Generalized estimating equations estimated individual-level summary statistics, adjusted for clustering. Students (N = 2538; response rate = 79%) from 23 high schools (low ICSEA = 16) participated. Compared with low ICSEA students, high ICSEA students were more likely to report eating breakfast daily (OR 1.9 [95% CI 1.5, 2.4]), not drinking sugar-sweetened beverages (SSBs) daily (2.9 [1.9, 4.3]), and were more likely to have intentions to eat breakfast (1.8 [1.3, 2.3]) and ≥ 5 vegetable serves (1.2 [1.0, 1.5]) daily. Boys were more likely than girls to meet recommendations for breakfast eating, vegetable intake, moderate-to-vigorous physical activity and screen-time, but boys were less likely to meet recommendations regarding SSB intake. Students from low ICSEA schools would benefit from additional support to improve dietary-related behaviors and intentions. More research is required to identify what targeted approaches will address sex differences in adolescents' lifestyle behaviors.