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ERIC Number: EJ961106
Record Type: Journal
Publication Date: 2012-May
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0738-0593
The Quadratic Relationship between Socioeconomic Status and Learning Performance in China by Multilevel Analysis: Implications for Policies to Foster Education Equity
Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Verhaeghe, JeanPierre
International Journal of Educational Development, v32 n3 p412-422 May 2012
The purpose of the present study is to explore the relationship between family socioeconomic status and mathematics performance on the base of a multi-level analysis involving a large sample of Chinese primary school students. A weak relationship is found between socioeconomic status and performance in the Chinese context. The relationship does not follow a linear, but a quadratic curve, implying that students from a disadvantaged family and higher socioeconomic background have a higher probability to attain higher mathematics scores. This can be explained on the basis of Chinese cultural beliefs about education, exams and social class mobility. Moreover, the aggregated socioeconomic status at the school level seems to moderate in the relation between individual SES and academic performance. This suggests that individuals from a disadvantaged family will achieve higher in the school with a higher family socioeconomic status than students who are enrolled in schools with a lower and average family socioeconomic status. (Contains 4 tables and 4 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China