Socioeconomic Achievement Research Articles

GCT-16. LONG-TERM OUTCOMES AND COMPLICATION MANAGEMENT IN CNS GERM CELL TUMORS: INSIGHTS FROM A PHASE II HISTOPATHOLOGY-STRATIFIED TREATMENT TRIAL

Abstract BACKGROUND This detailed examination merges outcomes from a Phase II clinical trial targeting central nervous system (CNS) germ cell tumors (GCTs) conducted between 1995 and 2003. It evaluates the impact of histopathologically driven treatment modalities on survival, recurrence, and post-treatment life and social outcomes, aiming to delineate the long-term effects of such stratified treatment approaches. METHODS The cohort comprised 228 patients, stratified into three groups based on histology: germinoma (n=161), intermediate prognosis (n=38), and poor prognosis (n=28), each receiving customized chemotherapy and radiation treatments. With a median follow-up duration of 222 months, this longitudinal study scrutinized survival rates, recurrence patterns, and a spectrum of socio-economic and health-related outcomes. RESULTS For the germinoma group, the 10- and 20-year event-free survival (EFS) rates stood impressively at 82% and 73%, respectively, with overall survival (OS) rates reaching 97% and 92%. The intermediate prognosis group witnessed 10- and 20-year EFS rates of 76% and 66%, and OS rates of 87% and 70%. The poor prognosis group recorded EFS rates of 49% at both intervals, with OS diminishing to 61% and 53%. Notably, germinomas localized in the basal ganglia exhibited high relapse rates absent initial whole-brain radiation, yet were effectively managed upon subsequent interventions. The comprehensive follow-up illuminated striking disparities in socio-economic achievements: higher educational attainments, more stable employment, and improved health outcomes were predominantly observed among patients without recurrence. Non-recurrent germinoma patients, in particular, showcased enhanced educational and employment status, vividly illustrating the profound impact of disease progression and treatment on life quality. CONCLUSIONS The findings highlight the critical importance of customized initial treatments for improving survival and life quality in CNS GCT patients, stressing the need for detailed long-term follow-up to address relapses and complications effectively. The study advocates for personalized care that balances treatment intensity to optimize long-term outcomes, enhancing post-treatment care.

Early Childhood Development and Social Mobility in China

Purpose Infancy and early childhood are critical stages for the development of both cognitive and socioemotional skills, which are predictive of subsequent academic success, labor market outcomes, and socioeconomic achievement. Empirical research both in China and in other countries has revealed that nurturing quality is increasingly divergent among social classes, leading to intergenerational accumulation of advantage/disadvantage, declining social mobility, and exacerbating class inequality. The article aims to systematically examine existing theoretical and empirical research on early childhood development and social mobility and provide a holistic comparative and analytical framework for future research in the context of China. Design/Approach/Methods This article systematically reviews relevant theories and empirical research in the field and provides preliminary findings of early childhood education investment in China, using the data from the China Family Panel Studies (CFPS). Specifically, the article focuses on the differences in early childhood education investment and child development among families of different socioeconomic statuses and discusses the potential impact of these differences on children's future development. Findings The findings of this study reveal distinct patterns in early childhood education investment and child development across diverse socioeconomic strata in China. China's initiatives to enhance children's education and human capital have robust theoretical foundations and timely policy implications. However, despite the ongoing efforts, early childhood parenting and education programs lack systematic research, emphasizing the urgent need for intervention programs and comprehensive databases to inform evidence-based policymaking. Originality/Value The article concludes with a comprehensive analytical framework for the study of early childhood development and social mobility in China, which has implications for promoting human capital investment and facilitating social mobility.

Advanced Placement Human Geography Exam Participation and Performance in Texas School Districts

Texas is the state with the largest number of students taking the Advanced Placement (AP) Human Geography exam. State policy allows schools to offer AP Human Geography in ninth grade as a substitute for the on-level World Geography Studies course. AP’s growth in Texas has been driven by state policy that financially incentivizes students, teachers, and schools to participate in the program. This article examines changes in the geographic distribution of AP Human Geography course offerings and exam results in school districts across the state. Using data provided by the Texas Education Agency (TEA), AP Human Geography exam participation rates and scores were mapped for the period from 2014 to 2019. The results show the number of districts with low rates of qualifying scores has increased in each participation category with fifty-seven additional low-qualifying districts in 2019 compared to 2014. Racial and socioeconomic achievement gaps exist in many schools, calling into question the inequitable impacts of the state’s AP incentives and the practice of using AP Human Geography as a warmup AP course. Texas school districts should improve the preparation of students for advanced course work. Researchers can further explore district-level AP participation and performance through case studies and other methods.

Socio-emotional Skills and the Socioeconomic Achievement Gap

Empirical evidence suggests children’s socio-emotional skills—an important determinant of school achievement—vary according to socioeconomic family background. This study assesses the degree to which differences in socio-emotional skills contribute to the achievement gap between socioeconomically advantaged and disadvantaged children. We used data on 74 countries from the 2018 Programme for International Student Assessment, which contains an extensive set of psychological measures, including growth mindset, self-efficacy, and work mastery. We developed three conceptual scenarios to analyze the role of socio-emotional skills in learning inequality: simple accumulation, multiplicative accumulation, and compensatory accumulation. Our findings are in line with the simple accumulation scenario: Socioeconomically advantaged children have somewhat higher levels of socio-emotional skills than their disadvantaged peers, but the effect of these skills on academic performance is largely similar in both groups. Using a counterfactual decomposition method, we show that the measured socio-emotional skills explain no more than 8.8 percent of the socioeconomic achievement gap. Based on these findings, we argue that initiatives to promote social and emotional learning are unlikely to substantially reduce educational inequality.

Exposure to chlorpyrifos and pyrethroid insecticides and symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in preschool children from the Odense Child Cohort

BackgroundAttention Deficit Hyperactivity Disorder (ADHD) is a common childhood psychiatric disorder with severe and lifelong impact on mental health and socioeconomic achievements. Environmental factors may play a role in the increasing incidens rates. Previous studies on associations between prenatal and childhood exposure to organophosphate and pyrethroid insecticides and ADHD symptoms have yielded mixed findings. ObjectivesTo investigate associations between prenatal and childhood exposure to chlorpyrifos and pyrethroids and ADHD symptoms in 5-year-old children from the Odense Child Cohort. MethodsSpot urine samples from pregnant women in gestational week 28 (n = 614) and offspring at 5 years of age (n = 814) were collected and analyzed for the specific metabolite of chlorpyrifos, TCPY (3,5,6-trichloro-2-pyridinol), as well as the generic pyrethroid metabolite, 3-PBA (3-phenoxybenzoic acid). Offspring ADHD symptoms were assessed at age 5 years using the parent reported “ADHD scale” from the “Child Behavior Checklist 1½-5” (n = 1114). Associations between insecticide exposure variables and an ADHD score ≥90th percentile were analyzed using logistic regression for all children and stratified by sex. ResultsMost pregnant women had detectable concentrations of 3-PBA (93%) and TCPY (91%) with median concentrations of 0.20 μg/L and 1.62 μg/L, respectively. In children, 3-PBA and TCPY concentrations were detectable in 88% and 82% of the samples, and the median concentrations were 0.17 and 1.16 μg/L. No statistically significant associations were observed between insecticide metabolites and an ADHD score ≥90th percentile at age 5. ConclusionIn this relatively large Danish birth cohort study with mainly low dietary insecticide exposure, we found no statistically significant associations between prenatal or childhood exposure to chlorpyrifos or pyrethroids, and excess ADHD-symptom load, in 5-year-old children. Prospective studies with multiple urine samples across vulnerable windows of neurodevelopment is warranted to improve assessment of safe exposure levels, which is particularly relevant for pyrethroids, since their use is increasing.

Cultural variation in the SES-gender interaction in student achievement.

Is the socioeconomic gap in academic achievement larger among boys than girls? Several scholars have proposed such an interaction between socioeconomic status (SES) and gender. Prior empirical studies have yielded mixed evidence, but they have been conducted almost exclusively in Western countries. Here we propose the hypothesis that the SES-gender interaction is stronger in less gender-equal societies. We estimated the SES-gender interaction in 36 countries using data from two international large-scale assessments (PIRLS and TIMSS). The degree of gender equality was measured by the Global Gender Gap Index. Consistent with the hypothesis, the SES-gender interaction was stronger in societies with less gender equality. Our findings suggest that cultural factors determine how the socioeconomic achievement gap differs between boys and girls.

Acing the test: Educational effects of the SaberEs test preparation program in Colombia

Education in Colombia and Latin America is characterized by significant gaps in the quality of education as measured by standardized test scores. This paper assesses the impact of a Colombian program called SaberEs, which strengthens preparation for standardized cognitive tests such as the high school exit exam in Colombia (Saber 11) for low socioeconomic status students. The program provides competency-based training sessions to develop skills for analyzing and solving specific types of questions within school hours. Our difference-in-differences estimates show that SaberEs increased Saber 11 scores by 2.22 ranks (or 0.074 standard deviations), which implies that the socioeconomic achievement gap was reduced by 23% regarding the control schools. Also, students affected by the program experienced a significant increase in access to tertiary education and merit-based scholarships in Colombia.

Beliefs About Collective Responsibility for Educational Equity and Attitudes Toward Public Assistance to Students Experiencing Socioeconomic Disadvantage

Abstract Neoliberal educational reforms that emphasize market-based competition and individual responsibility have exacerbated socioeconomic segregation in the Australian school system, thereby putting underprivileged students at a greater disadvantage. This necessitates a renewed focus on educational equity. As the public’s policy preferences are important in policymaking, it is essential to understand the factors that contribute to the public’s attitudes toward equity-oriented educational policies. In this study, we investigated beliefs about collective responsibility as a contributing factor. An online survey of adults (N = 1,999) conducted in the most populous state in Australia revealed that people’s beliefs about collective responsibility for socioeconomic achievement gaps positively predicted their support for public assistance to students and schools in need. Furthermore, people’s appraisals of educational equity positively predicted their support for public assistance, partly due to its positive effects on those beliefs about collective responsibility. These results provide insight into ways to shape the public’s attitudes toward equity-oriented educational policies.

Engaging diverse learners: lessons learned from a dialogic, technology-enabled social studies curriculum

PurposeThe purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students’ engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice.Design/methodology/approachThis conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems.FindingsThe authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers’ classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students’ learning.Originality/valueThis paper builds on two bodies of literature – dialogic instruction and culturally relevant and responsive education – to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.

The Impact of Socio-economic and the Health Conditions of Tribal Women: A Study of Paderu Tribal Mandal of Visakhapatnam District in Andhra Pradesh

India is a rapidly developing nation, but patriarchal relationships and traditional values remain pervasive. Women in urban areas are becoming educated and urbanised, but tribal women remain steeped in tradition and have lower socioeconomic achievements than men. Gender-based violence and discrimination are major issues faced by women in India, with cases of rape, domestic violence, and female infanticide still prevalent. The position of women in a society was frequently determined by their income, employment, education, health, and fertility, in addition to their roles within the family, community, and society. Nonetheless, the study of tribal women is crucial due to the fact that their problems vary by region due to their geographical location, historical context, and social change processes. The present paper focuses on socio-economic and the health status of tribal women in paderu mandal of Vishakhapatnam district in Andhra Pradesh. It is found that there is a need for targeted interventions to improve the health outcomes of vulnerable populations, particularly those with lower incomes and who rely on traditional cooking fuels. These interventions could include access to clean energy sources and targeted health education campaigns, which can reduce exposure to indoor air pollution.

Does socioeconomic sorting of teacher qualifications exacerbate mathematics achievement inequity? Panel data estimates from 20 years of TIMSS

Recent and older studies have reported either a persistence or a widening of the socioeconomic achievement gap—the difference in performance between students in top and bottom socioeconomic groups. Using a panel data technique with country fixed effects for 32 education systems and six waves of data from the Trends in International Mathematics and Science Study, we examine whether the sorting of teachers by specialization level in mathematics education and novice status across students of different socioeconomic backgrounds exacerbates mathematics achievement inequity despite the presence of a time-varying control for socioeconomic school segregation. We find modest evidence that sorting by mathematics education is associated with achievement inequity, but no evidence supporting the importance of sorting based on teacher experience. Socioeconomic school segregation, on the other hand, clearly and persistently exacerbates achievement inequity. The results have policy implications regarding the effective distribution of educational resources. Availability of data and materialsThe data are freely available via the TIMSS data repository.

Does subsidized public health insurance for parents improve children's human capital and close achievement gaps?

Between 2009 and 2018, many states dramatically changed income eligibility limits for parental Medicaid. We examine whether increasing parental Medicaid eligibility had spillover benefits on children's development. We study the effects of state-level changes in parental income limits for Medicaid on 3rd through 8th grade mathematics and English-language arts (ELA) achievement using county-level administrative test score data. We find that a 50-percentage point increase in parental Medicaid income limits, roughly equal to the average state increase in eligibility over this period, is associated with a 1.5% reduction in the socioeconomic achievement gap for math and a 3% reduction in the white-black math achievement gap. Math test scores improved significantly following parental Medicaid eligibility expansions among black students residing in poorer counties, with little estimated change in test scores for black students in higher income counties. We find no effect in ELA achievement gaps or white-Hispanic test score gaps. Our findings suggest that means-tested policies that improve parental and family wellbeing have important spillover benefits to children's educational achievement and can help reduce inequities in children's human capital development.

Cultural Features of Japan and Bangladesh: A Comparative Study in the Asian Context

This comparative research aims to investigate the cultural landscapes of Bangladesh and Japan, two distinct Asian nations, with the intention of contrasting and comparing the characteristics of their respective cultures. This study aims to investigate how the cultures of these two countries have developed over time while being shaped by the unique historical trajectories and geographical circumstances of each nation. It uses historical, social, religious, and aesthetic considerations to accomplish this. The investigation starts by looking into the historical framework of both countries, locating major events, socioeconomic achievements, and foreign influences that have shaped the development of their unique cultural identities. The conversation then shifts to focus on the rituals and beliefs associated with other religions, specifically Islam in Bangladesh and Buddhism and Shintoism in Japan, each of which has significantly impacted the arts and literature of their respective countries. The research of ancient forms of art, architecture, and cuisine reveals the intricate ways in which cultural values are lived and expressed through individuals’ visual and sensuous experiences. The comparative viewpoint reveals cultural similarities, such as a strong emphasis on keeping traditions and familial values, while contrasting their distinct historical narratives and socioeconomic situations. The findings of this comparative analysis contribute to a better understanding of the intricate interactions between Bangladesh’s culture, history, and Japan’s present-day dynamics. The study sheds light on the variables that create and define cultural distinctiveness in a world that is continually altering due to globalization by comparing and contrasting the cultural traits of these two countries. This provides a beneficial perspective on the variety and complexity of the cultures of Asia. In conclusion, this research highlights the significance of developing a respect for and awareness of cultures other than one’s own, which fosters dialogue and understanding among people from various societies.

Specifics of Economic Transformation of Kyrgyzstan and Tajikistan in Post-Soviet Period

The article analyzes the specifics of economic development and economic transformation of the Central Asian mountain republics (Kyrgyzstan and Tajikistan) in the post-Soviet period. The author has revealed that, on the one hand, the mountain republics during the period of market reforms developed in the general trend of other post-Soviet and post-socialist states in general, on the other hand, the socio-economic achievements of Kyrgyzstan and Tajikistan were among the least successful among countries transitioning from a planned administrative-command economy to a market economy. In particular, it was found that many economic sectors in the mountain republics have remained depressed over the thirty-year period, which have grown rapidly in other post-Soviet states: such as the mining industry (coal mining, uranium mining, oil and gas extraction) and many sub-sectors of agriculture. The republics currently have an unbalanced, more primitive employment structure, not only in comparison to post-industrial countries, but also to other post-Soviet states (in Kyrgyzstan and Tajikistan a much higher share of the total economically active population is occupied by people working in agriculture). Among the more high-priority sectors of the economies under consideration were gold mining (primarily due to the development of one of the largest gold deposits, Kumtor, in Kyrgyzstan) and wholesale trade (Kyrgyzstan in the post-Soviet period became one of the largest reexporters of goods from China to the Eurasian Economic Union). Hydropower has been identified as one of the most promising sectors for the development of the mountain republics’ economies (thanks to the huge hydropower resources of Kyrgyzstan and Tajikistan).

СОЦИАЛЬНО-ЭКОНОМИЧЕСКОЕ РАЗВИТИЕ РОССИИ. ВЗЛЁТЫ И ПАДЕНИЯ. ВОЗМОЖНОСТИ И ПЕРСПЕКТИВЫ

At the beginning the outstanding achievements of the USSR in solving the atomic problem, space exploration, development of education and life extension, which the new Russia inherited, are examined. After the catastrophic deterioration of socio-economic and demographic indicators during the transformation crisis in the new Russia (1991-1998), there was a recovery and the implementation of national programs “Demography” and “Health” which greatly improved our indicators and overcame depopulation. The greatest attention is paid to the last period starting with the crisis of 2009, the post-crisis increase and seven years of stagnation. Then in 2020-2021 the coronavirus pandemic followed, greatly increasing the mortality rate of the population, and later there was the holding of the SWO in Ukraine (2022-2023). The economy and social indicators were stagnant during this period. But we managed to eliminate the record high mortality rate. A large section is about perspectives, where concrete examples of regions, industries, and best enterprises show world-class socio-economic achievements that need to be disseminated. Conclusion: Russia is a country of great opportunities, capable of conquering high peaks.

Validating school-based measures of educational disadvantage in Ireland

Reducing the socio-economic achievement gap is a key goal of education policy internationally. Since 2017, the stated intention in Ireland is to use the Pobal HP Deprivation Index to identify schools serving high proportions of disadvantaged students. In spite of this, little published research has compared the performance of the HP index to richer survey measures from large-scale educational assessments or examined its association with educational achievement at primary or second level. This paper aims to assess the validity and fitness for purpose of the HP index for use in identifying schools serving high concentrations of socio-economically disadvantaged students. Analyses draw on Ireland’s Program for International Student Assessment (PISA) 2018 dataset matched with administrative data. Findings show a strong correlation between school-average HP and other socio-economic measures examined. However, about one-in-five schools are identified as potential ‘false positives’ or ‘false negatives’ when school-average HP is used for identification purposes. Also, school-average HP explains less variance in reading achievement than other variables considered. Conclusions recognize the benefits of the HP index but emphasize the need for ongoing examination of the most appropriate methods of identification.

Unravelling the association between polycentric urban development and landscape sustainability in urbanizing island cities

Polycentric urban development has become popular worldwide as expected to generate greater agglomeration externality and facilitate socioeconomic achievements. Despite much insightful work on urban polycentricity in coastal agglomerations or megacities, few studies have focused on how polycentric urban development affects landscape sustainability in vulnerable island cities. This paper characterized the urban polycentricity from the perspective of morphological and functional dimensions during 1990–2020 in Yuhuan island city, China, and quantified the association between polycentric urban variables and island landscape changes by spatial regression. The results showed that there was a mismatch in development between the morphological and functional polycentricity, in which the functional dimension was lagging. In response, island landscape patterns became fragmented and scattered. With the application of GWR models, the effects of two polycentric factors on island landscape changes varied spatially and temporally. The stronger relationships between them were identified in regions where more heterogeneous patterns were presented, such as the subcenters and their surroundings and reclamation areas. These trends were mainly attributed to industrial suburbanization and the development of new economic zone and Damaiyu port. Our findings call for a more balanced functional urban polycentricity; and local-specific landscape effects should be scheduled in island planning practice and sustainable development.

The Efficiency-Equity Trade-off in a Federal System: Local Financing of Schools and Student Achievement

AbstractFederalism theorists debate the desirability of funding local services from local revenues or inter-governmental grants. Tiebout expects efficiency gains from local funding, but Oates says it perpetuates inequalities. Research using data from national probability samples has yet to show whether efficiency-equity trade-offs are associated with funding sources. We describe the trade-off in education by estimating the effect of revenue share from local sources on math and reading achievement. Data come from national probability samples of student performances on tests administered between 1990 and 2017. Relationships are estimated with OLS descriptive models, event study models of school finance reforms, and geographic discontinuity models that exploit differences in state funding policies. For every ten-percentage point increase in local revenue share, mean achievement rises by 0.05 standard deviations (sd) and socio-economic achievement gaps widen by 0.03sd. Voice and exit channels moderate the size of the efficiency-equity trade-off. Implications for inter-governmental grant policy are discussed.

Context of racialized assimilation: a case of second-generation Somali-Canadians

ABSTRACT Can second-generation racialized Canadians cross racial and class boundaries into middle-class mainstream society? Currently, neo-assimilation theory anticipates identificational and socioeconomic assimilation into the mainstream, while segmented-assimilation theory argues that racial and economic structures inhibit racialized groups’ assimilation. An emerging strand of assimilation theory – racialized incorporation – hypothesizes that, for racialized individuals, higher sociocultural capital leads to socioeconomic upward mobility, while their identificational and socioeconomic assimilation remain constrained by racial hierarchies. We draw on 118 qualitative interviews with second-generation Somali-Canadians to assess which of these perspectives best describes their subjective experiences of assimilation in Canada. Though we find support for the racialized assimilation hypothesis, our participants’ socioeconomic achievements exceed the predictions of this perspective. We, therefore, argue that, under Canadian multiculturalism policies and ideology, race is an attitudinal hurdle to navigate rather than a structural barrier against assimilation. We invite future research to consider the contextualized effects of race on assimilation.

Is inequitable teacher sorting on the rise? Cross-national evidence from 20 years of TIMSS

Unequal access to qualified teachers for children of different socioeconomic status—also known as inequitable teacher sorting—has been increasingly put forth as one potential factor contributing to the socioeconomic achievement gap. Despite this, few studies have investigated cross-national differences in teacher sorting, and none have examined it within-countries over time. International large-scale assessments in education are uniquely positioned to answer such questions due to their longitudinal nature at the system level. This study uses six waves of data from the Trends in International Mathematics and Science Study (TIMSS) from 1999 to 2019 for 32 education systems. We compare differences in grade 8 mathematics teacher qualifications for each country at each time point, across top and bottom groups on the student socioeconomic spectrum. Results show that on the whole many countries display negligible gaps in access to teacher quality, with some key exceptions. With respect to inequity in novice teacher sorting, the problem is most prevalent in low- and middle- income education systems (i.e. in Turkey, Morocco, Tunisia and Indonesia). Inequity in sorting based on mathematics education is less common, with no clear pattern in regards to level of economic development (i.e. in Chile, Australia, New Zealand, and Chinese Taipei). Socio-economic inequality in teacher sorting has also remained broadly stable over time. Based on experience and mathematics education, less than a handful of systems show systematic upward trends in teacher sorting inequity (i.e. in Chile, Morocco, Singapore, and New Zealand). Given the increasing focus on inequity in access to teacher competence, these results have economic and policy implications for tackling the socioeconomic achievement gap.