Literaturnachweis - Detailanzeige
| Autor/inn/en | Matuszek, Paula; Haskin, Christine |
|---|---|
| Titel | Who Are the Disadvantaged and What Should We Do for Them? The Relationship of Family Variables to Achievement and Some Implications for Educational Programming. Publication No. 77.40. |
| Quelle | (1978), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Anglo Americans; Black Students; Community Surveys; Disadvantaged Youth; Elementary Education; Family Characteristics; Low Achievement; Mexican Americans; Parent Background; Performance Factors; Predictor Variables; Questionnaires; Reading Habits; Socioeconomic Influences; Socioeconomic Status; Texas (Austin) |
| Abstract | The relationships of various different variables which had been used to define socio-economic status (SES) to achievement for second- and fifth-grade students were examined. Interviews were conducted with 533 parents across the Austin Independent School District to obtain information on job status, age, income, education, attitude toward education, amount of reading in the home, mobility, time spent watching TV, relationships with the school, and the child's preschool, day care and kindergarten experiences. Phone interviews were conducted; those parents not reached by phone were interviewed in person. The initial analysis was a summary of the distribution of the responses. Any item for which more than 90% of the respondents answered the same was not studied further. Either a calculation of the correlation coefficients of each variable related to reading achievement or a calculation of the mean reading achievement scores and an analysis of variance was conducted for the remaining variables. Results were then merged with the achievement scores on the California Achievement Test administered the previous year. In summary, the survey indicated that for the school district, the most consistent indicators of children with lower achievement were those most "traditionally" used for SES--parental income, education, and job status. For identification of low SES students for Title I and other special programs, these measures would be the best single measures to use. None of the other variables examined was as consistently related to achievement. (NQ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
