Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies

We reassess the relation between students’ socioeconomic status (SES) and their achievement by treating SES as multidimensional instead of unidimensional. We use data from almost 600,000 students in 77 countries participating in the 2018 PISA assessment of student achievement in math, science, and r...

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Autores principales:	Kimmo Eriksson, Jannika Lindvall, Ola Helenius, Andreas Ryve
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	student achievement achievement gap socioeconomic status human development composite measure Education (General) L7-991
Acceso en línea:	https://doaj.org/article/00a8633407e84ad88d6e562fc5afea4a
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id	oai:doaj.org-article:00a8633407e84ad88d6e562fc5afea4a
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spelling	oai:doaj.org-article:00a8633407e84ad88d6e562fc5afea4a2021-11-22T07:27:18ZSocioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies2504-284X10.3389/feduc.2021.731634https://doaj.org/article/00a8633407e84ad88d6e562fc5afea4a2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.731634/fullhttps://doaj.org/toc/2504-284XWe reassess the relation between students’ socioeconomic status (SES) and their achievement by treating SES as multidimensional instead of unidimensional. We use data from almost 600,000 students in 77 countries participating in the 2018 PISA assessment of student achievement in math, science, and reading. The composite measure of SES that PISA uses can be broken down into six component variables that we here use as simultaneous predictors of achievement. This analysis yields several new insights. First, in the typical society, two predictors (books at home and parents’ highest occupational status) clearly outperform the rest. Second, a new composite measure based only on these two components often reveals substantially larger achievement gaps than those reported by PISA. Third, the analysis revealed remarkable differences between societies in the relation between achievement and wealth possessions. In most societies, the independent effect of wealth possessions on student achievement was zero or even slightly negative—but in the least developed societies it was strongly positive. These findings have implications for how SES achievement gaps should be measured and interpreted.Kimmo ErikssonJannika LindvallOla HeleniusAndreas RyveFrontiers Media S.A.articlestudent achievementachievement gapsocioeconomic statushuman developmentcomposite measureEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	student achievement achievement gap socioeconomic status human development composite measure Education (General) L7-991
spellingShingle	student achievement achievement gap socioeconomic status human development composite measure Education (General) L7-991 Kimmo Eriksson Jannika Lindvall Ola Helenius Andreas Ryve Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies
description	We reassess the relation between students’ socioeconomic status (SES) and their achievement by treating SES as multidimensional instead of unidimensional. We use data from almost 600,000 students in 77 countries participating in the 2018 PISA assessment of student achievement in math, science, and reading. The composite measure of SES that PISA uses can be broken down into six component variables that we here use as simultaneous predictors of achievement. This analysis yields several new insights. First, in the typical society, two predictors (books at home and parents’ highest occupational status) clearly outperform the rest. Second, a new composite measure based only on these two components often reveals substantially larger achievement gaps than those reported by PISA. Third, the analysis revealed remarkable differences between societies in the relation between achievement and wealth possessions. In most societies, the independent effect of wealth possessions on student achievement was zero or even slightly negative—but in the least developed societies it was strongly positive. These findings have implications for how SES achievement gaps should be measured and interpreted.
format	article
author	Kimmo Eriksson Jannika Lindvall Ola Helenius Andreas Ryve
author_facet	Kimmo Eriksson Jannika Lindvall Ola Helenius Andreas Ryve
author_sort	Kimmo Eriksson
title	Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies
title_short	Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies
title_full	Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies
title_fullStr	Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies
title_full_unstemmed	Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies
title_sort	socioeconomic status as a multidimensional predictor of student achievement in 77 societies
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/00a8633407e84ad88d6e562fc5afea4a
work_keys_str_mv	AT kimmoeriksson socioeconomicstatusasamultidimensionalpredictorofstudentachievementin77societies AT jannikalindvall socioeconomicstatusasamultidimensionalpredictorofstudentachievementin77societies AT olahelenius socioeconomicstatusasamultidimensionalpredictorofstudentachievementin77societies AT andreasryve socioeconomicstatusasamultidimensionalpredictorofstudentachievementin77societies
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Socioeconomic Status as a Multidimensional Predictor of Student Achievement in 77 Societies

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