Why Family Income Differences Don't Explain the Racial Gap in SAT Scores

1998 ◽  
pp. 6
Keyword(s):  
Family Income ◽  
Sat Scores ◽  
Income Differences ◽  
Racial Gap

Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance

2013 ◽  
Vol 115 (4) ◽  
pp. 1-33 ◽  
Author(s):  
Ezekiel J. Dixon-RomÁN ◽  
Howard T. Everson ◽  
John J. Mcardle
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Education ◽  
Family Income ◽  
School Achievement ◽  
School Students ◽  
Sat Scores ◽  
Black And White ◽  
High School Achievement ◽  
The Relationship

Background Educational policy makers and test critics often assert that standardized test scores are strongly influenced by factors beyond individual differences in academic achievement such as family income and wealth. Unfortunately, few empirical studies consider the simultaneous and related influences of family income, parental education, and high school achievement on college admissions test scores. Focus Of Study This research was animated by the nagging question of the association of family income with SAT performance. For example, is the relationship between family income and SAT performance non-linear? Does the relationship differ markedly by race? More importantly, how strong are the effects of poverty on SAT performance? Research Design This study is a secondary analysis of a large national sample of Black and White college-bound high school students who took the SAT in 2003 (N = 781,437). Data Collection and Analysis Employing data from the College Board's Student Descriptive Questionnaire, this study used structural equation modeling (SEM) to estimate the effects of family income on SAT scores for Black and White examinees accounting for the simultaneous effects of parental education and high school achievement. Findings/Results Results suggest the effects of family income on SAT scores, though relatively modest in contrasts to high school achievement, are substantial, non-linear, and nearly twice as large for Black students. Moreover, the unstandardized direct effect of high school achievement on SAT performance is not enough to address the substantial effects of poverty for Black students. Conclusions/Recommendations The findings are discussed with respect to social inequality and educational opportunity in college admissions.

Differential outcomes at school and beyond

2018 ◽  
pp. 25-44
Author(s):  
Stephen Gorard
Keyword(s):  
Higher Education ◽  
Family Income ◽  
First Language ◽  
Language Differences ◽  
Income Differences ◽  
Adult Participation ◽  
Differential Outcomes ◽  
Special Education Needs ◽  
Participation In Higher Education ◽  
And Training

This chapter presents the simple patterns of a two-decade study into participation in education and attainment after the age of 16, in higher education, and throughout adult learners' lives. These findings are derived from the apparent differences in attainment by various social groups, girls and boys, types of schools, regions, and countries. The indicators covered in this chapter are the differences linked to family income, differences linked to special education needs (SEN), differences linked to precise age-in-year, differences linked to ethnicity, differences linked to first language, differences linked to recorded sex, participation in higher education, and finally, adult participation in education and training.

scholarly journals The Development of Stereotypes About the Rich and Poor: Age, Race, and Family Income Differences in Beliefs

2005 ◽  
Vol 34 (5) ◽  
pp. 437-445 ◽  
Author(s):  
Taniesha A. Woods ◽  
Beth Kurtz-Costes ◽  
Stephanie J. Rowley
Keyword(s):  
Family Income ◽  
Income Differences ◽  
The Rich

An Analysis of the Validity of SAT Entrance Scores for Accelerated Classes

1989 ◽  
Vol 13 (1) ◽  
pp. 37-54 ◽  
Author(s):  
Paula M. Olszewski-Kubilius ◽  
Marilynn J. Kulieke ◽  
Gordon B. Willis ◽  
Noma S. Krasney
Keyword(s):  
Standardized Tests ◽  
Study Skills ◽  
Family Income ◽  
Sat Scores ◽  
Significant Difference ◽  
Cutoff Scores ◽  
And Algebra ◽  
Individual Profiles ◽  
Successful Students ◽  
Cutoff Levels

This study examined the validity of SAT cutoff levels used for entrance into fast-paced summer classes. Thirty-eight junior-high aged students whose SAT scores were below the required cutoff (SAT-V≥430 or SAT-M≥500) were admitted into fast-paced classes in literature, a teacher-paced course, and algebra, a self-paced course. Each below-score student was matched to an above-score student in his class on age, grade, sex, race, and family income. There was a small but statistically significant difference in achievement on standardized tests for the literature students, with above-score students scoring higher. There was no difference between above and below scorers in mathematics on achievement measures, including standardized tests, and in the number of chapters completed during the course. For either class, below and above score students did not differ on previous exposure to the content area; there were some differences between the groups on study skills and self-concept. Further, when individual profiles for below-score students were examined, below-score students who were most successful did not differ from other less successful students on any of the variables examined with the exception of study skills in algebra. There was a tendency for below-score students in algebra who were the most successful in the course to have higher scores on a study skills assessment than below-score students who had smaller gains. The results generally support the use of SAT cutoff scores in a teacher-paced course but suggest that cutoff scores might be less critical for motivated students in self-paced classes.

Physical Illness and Suicide Risk in Rural Residents of Contemporary China

Crisis ◽  
2014 ◽  
Vol 35 (5) ◽  
pp. 330-337 ◽  
Author(s):  
Cun-Xian Jia ◽  
Lin-Lin Wang ◽  
Ai-Qiang Xu ◽  
Ai-Ying Dai ◽  
Ping Qin
Keyword(s):  
Risk Factor ◽  
Family Income ◽  
Rural China ◽  
Significant Risk ◽  
Significant Risk Factor ◽  
Health Condition ◽  
Physical Illness ◽  
Rural Residents ◽  
Increased Risk ◽  
Study Population

Background: Physical illness is linked with an increased risk of suicide; however, evidence from China is limited. Aims: To assess the influence of physical illness on risk of suicide among rural residents of China, and to examine the differences in the characteristics of people completing suicide with physical illness from those without physical illness. Method: In all, 200 suicide cases and 200 control subjects, 1:1 pair-matched on sex and age, were included from 25 townships of three randomly selected counties in Shandong Province, China. One informant for each suicide or control subject was interviewed to collect data on the physical health condition and psychological and sociodemographic status. Results: The prevalence of physical illness in suicide cases (63.0%) was significantly higher than that in paired controls (41.0%; χ2 = 19.39, p < .001). Compared with suicide cases without physical illness, people who were physically ill and completed suicide were generally older, less educated, had lower family income, and reported a mental disorder less often. Physical illness denoted a significant risk factor for suicide with an associated odds ratio of 3.23 (95% CI: 1.85–5.62) after adjusted for important covariates. The elevated risk of suicide increased progressively with the number of comorbid illnesses. Cancer, stroke, and a group of illnesses comprising dementia, hemiplegia, and encephalatrophy had a particularly strong effect among the commonly reported diagnoses in this study population. Conclusion: Physical illness is an important risk factor for suicide in rural residents of China. Efforts for suicide prevention are needed and should be integrated with national strategies of health care in rural China.

Sign in / Sign up

Export Citation Format

Share Document