Academic Performance- SES

Academic Performance- SES

By: Reilee Doane-Arkulary,Suzanna Kronback,

Stefan Heikel, &Sonja Janohosky

Areas of Research

• School Performance

• Graduation Rates

• Pursuit of Post-Secondary Education

Parents’ EducationParents’ EducationLevelLevel

More education = higher More education = higher income income

Pass more knowledge on Pass more knowledge on to their childrento their children

Help their children start Help their children start learning at an early agelearning at an early age

    Value education & more Value education & more

likely to encourage doing likely to encourage doing well well

Resources & OpportunitiesResources & Opportunities

Higher Income-Higher Income- ComputersComputers BooksBooks Educational toysEducational toys Trips to zoos, Trips to zoos,

museums, etc.museums, etc. Better schools & Better schools &

teachersteachers Quality health careQuality health care Sports, music, artSports, music, art After school programsAfter school programs

Lower income-Lower income- MalnourishmentMalnourishment CrimeCrime Violence/AbuseViolence/Abuse DrugsDrugs Little or no health careLittle or no health care TransportationTransportation School teachers with School teachers with

less experience & less experience & motivation to give motivation to give quality educationquality education

MotivationMotivation

Low expectations Low expectations Lack confidence Lack confidence Disabilities Disabilities

~Parents from lower ~Parents from lower income families do not income families do not seem to have seem to have confidence that their confidence that their children can overcome children can overcome educational & social educational & social class boundaries.class boundaries.

TIMSS (Trends in International TIMSS (Trends in International Mathematics and Science Study) 2003Mathematics and Science Study) 2003

Influence of Parents’ SES & Influence of Parents’ SES & Children’s Academic Children’s Academic Performance StudyPerformance Study

12 different secondary schools concluded that 12 different secondary schools concluded that parent’s SES can greatly influence academic parent’s SES can greatly influence academic performance of their children. performance of their children.

Students from parents of high SES performed Students from parents of high SES performed better in English than the other two groupsbetter in English than the other two groups

Low and middle SES Low and middle SES groups performed groups performed better in Mathematicsbetter in Mathematics

To conclude their To conclude their findings, they figured findings, they figured that parents SES that parents SES does greatly affect does greatly affect their children’s their children’s academic academic performance.performance.

SES & Performance SES & Performance QuestionnaireQuestionnaire

The questionnaire was divided into three sectionsThe questionnaire was divided into three sections

1-Demographic Information1-Demographic InformationIncluded: Sex, Age, Fathers occupation etc.Included: Sex, Age, Fathers occupation etc.2-Socio-Economic Status based on:2-Socio-Economic Status based on:Variable Variable Max pointMax pointLevel of educationLevel of education 77Ownership of houseOwnership of house 11Ownership of carOwnership of car 11# of rooms/#of people# of rooms/#of people .5 .5 Ranked into three categoriesRanked into three categoriesHigh SES >17High SES >17Middle SES 9-17Middle SES 9-17Low SES <9Low SES <93-Academic Performance based on weighted according subjects in Math & 3-Academic Performance based on weighted according subjects in Math & EnglishEnglishA 70% and aboveA 70% and above DistinctionDistinctionC 50-70%C 50-70% GoodGoodP 40-49%P 40-49% PassPassF Less than 40%F Less than 40% FailFail

Median Household income by State vs. Median Household income by State vs. High School Graduation Rates by State High School Graduation Rates by State

(2000 census)(2000 census)

StateState Med. H.IMed. H.I G.R. G.R. Diff.Diff.

N.J.N.J. 11 11 00

Mass.Mass. 55 2727 2222

Calif.Calif. 88 2121 2121

Minn.Minn. 1111 88 33

Nev.Nev. 1717 4949 3232

N.Y.N.Y. 1919 4040 2121

EvaluationEvaluation Midwest & New England- lower levels Midwest & New England- lower levels

of differencesof differences

Why?Why? -education being more equally -education being more equally distributeddistributed

Metro areas (N.Y., Mass., Calif., Mich., Metro areas (N.Y., Mass., Calif., Mich., Penn.)- higher levels of differencePenn.)- higher levels of difference

Why?Why? -inner city households have more -inner city households have more childrenchildren -wealthy, suburban households -wealthy, suburban households have fewer children (higher rates of have fewer children (higher rates of children living in poverty)children living in poverty)

By looking at SES vs. academic By looking at SES vs. academic performance from a state by state performance from a state by state perspective, virtually no correlation perspective, virtually no correlation exists. exists.

Comparisons within small, specific Comparisons within small, specific areas of each state are neededareas of each state are needed

National Student Loan Program National Student Loan Program StudyStudy

Affects of Lower SES in CollegeAffects of Lower SES in College

05

101520253035404550

GPA B+ or higher 16+ hours ofwork

studied 16+hours no clubs

low SEShigh SES

Conclusion

All of our findings revealed that SES doesdoes have a significant effect on students’ academic performance.