Predictive Validity of SES Measures for Student Achievement

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Assessment Pub Date : 2019-08-26 DOI:10.1080/10627197.2019.1645590

Jihyun Lee, Yang Zhang, L. Stankov

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引用次数: 17

Abstract

ABSTRACT This study aims to identify which socio-economic status (SES) variables have the best predictive validity for academic achievement, based on the international data sets of the Programme for International Student Assessment (PISA) in 2012, 2009, 2006, and 2003. From among 10 SES measures, two composite variables - Index of economic, social and cultural status (ESCS) and Home possessions (HOMEPOS) - showed superior predictive power for student achievement. Their pan-cultural correlations with the PISA 2012 mathematics achievement were r = .40 and r = .36, respectively. Parental occupation status (r = .33) outperformed all other single measures of SES, including parental education (r = .29). Only two SES variables (i.e., family wealth and home possessions) showed non-linear relationships with academic achievement. We conclude with practical implications and recommendations for using SES measures as predictors of student achievement in educational research and point to the importance of a theoretical alignment between SES measures and particular issues to be addressed.

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社会经济能力量表对学生成绩的预测效度

本研究旨在基于国际学生评估项目(PISA)在2012年、2009年、2006年和2003年的国际数据集，确定哪些社会经济地位(SES)变量对学业成绩具有最佳的预测效度。在10项社会经济地位指标中，经济、社会、文化地位指数(ESCS)和家庭财产指数(HOMEPOS)这两个综合变量对学生成绩的预测能力更强。他们与PISA 2012数学成绩的泛文化相关性分别为r = 0.40和r = 0.36。父母职业状况(r = 0.33)优于所有其他单一的社会经济地位测量，包括父母教育(r = 0.29)。只有两个社会经济地位变量(即家庭财富和住房)与学业成绩呈非线性关系。最后，我们提出了在教育研究中使用社会经济地位指标作为学生成绩预测指标的实际意义和建议，并指出了社会经济地位指标与需要解决的特定问题之间的理论一致性的重要性。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.