The Effects of Socio-Economic Status on Students Achievements in Biology

They were given a survey comparing many different factors using a 6-point likert scale, which is a series of six boxes with the first being a strongly disagree to the last being a strongly agree. They were asked questions about who influenced them, parental influence and pressure, their socialization, how often they trained or had sporting events, their need for academic support, financial aid, stress level and various other topics. The test concluded that the main stress point to do well in school was parental pressure. “The highest mean score is for parental pressure at 4.55. This is followed by support systems and socialization (both 4.15)” (Chuan et al. 16). This was the most consistent among both male and female test takers; however, females tended to show a stronger desire to do well academically. According to the test results, the authors were also able to deduce that sports participants typically got lower grades than students that did not participate in sports.

The social situation i.e. where and how they live, for example, if a child is brought up in poverty and or other related problems such as poor housing a child’s educational success can be affected as there is little money available or facilities for the child to access so that they can support their learning out of an educational environment, there is often little parental support. The lack of success can often be due to problems involving language and communication skills. The

One of the material conditions which is called “Social class” affects education. Because the people who are in lower social statuses are not able to afford a premier education, the necessary tools to complement a public education, or continuing education. In addition, people who are in a lower socioeconomic standing also have a harder time staying in school compared to the people who live in a higher social status.

Are there significant implications between negative family environment and math scores of 5th grade students on KPrep?

She further goes on to share “in this way, special education primarily serves social control functions in schools as it legitimizes the removal of “deviant” students from regular classrooms (Anyon, 2009).” Socioeconomic status is said to increase the likelihood that student will be placed in special education. It is also said that race and ethnicity of students can be a large variable that causes excessive amounts of students of color to be referred and placed in special education. Skiba and fellow scholars share:

While social pressure is hard, academic pressure can be just as tough and more harmful if not handle

The factors that influence students test scores are economic standing, school quality, curriculum, and access to support such as tutoring and technology.

There are three things that powerfully influence educational outcomes. They are families, teachers, and other students. The students who can create a level of competition.

In which cases students that come from disadvantaged homes, have learning difficulties that go away, misses extensive amounts of school and it affects their grade, students with vision impairments, or students that are cognitively below the learning standards and it affects their everyday living. Students must be affected in the areas of speaking, listening, reading, writing, processing, and mathematics.

American students, especially African- and Latin-Americans are performing poorly on international assessments such as the PISA. On the 2012 PISA math and science scores remained below average (496) for African-Americans scoring 421 in math and 439-science and Latin-Americans 455 in math and 462 in science (National Center for Education Statistics, 2012). The educational disparities is exacerbated by the low high-school graduation rates and college attendance by minorities. Part of the problem can be attributed to the disproportionately high number of minority students in remedial classes and lack of diversity in gifted education programs. Several factors contribute to a disproportionate number of minority students being placed in special education. Poverty perpetuate problems ranging from premature births to impoverished neighborhoods. Insufficient funding, inadequate resources, and poor curriculum impedes a constructive learning environment (Artiles, Harry, Reschly, & Chinn, 2002). Also the lack of cultural cohesion between teachers and students may result in students of color placed in special education programs (Bailey, 2012). In addition, some assessments used for placement may be culturally bias (Artiles, Harry, Reschly, & Chinn, 2002) and students possibly lack suitable instruction before being placed in remedial education. Students in impoverished neighborhoods receive considerably less state and local funding, the lack of resources increase the probability of being

Peer influence is also very important in giving support to the students. This is because the peer was the closest to an individual and a lot of the time they spent together. Jaques (2000), have emphasized the importance of students are given time to develop skills in self and peer. Therefore, I have

First, the author assumes that the difference in performance can be directly attributed to the difference in the amount of homework given. Perhaps the quality of the teachers in Marlee is better than that of the high schools in Sanlee. Or, it could be that the schools have different standards for their students. Is there standardized testing in Attra? Perhaps students in Sanlee are failing in other subjects, not science or math. How are they doing in these other classes? Without the answers to the questions, the author can not assume that the homework makes a difference in student success.

Testing, of any kind, should not be the only or even the most predominately used factor when determine special education placement. A struggling and low-performing student does not equal a student that should be placed in special education. Often, a child only needs scaffolding and differentiated instruction techniques put in place by the general education teacher, in addition to cultural responsiveness, to

However social class is not the only factor influencing educational achievement; Girls achieve higher grades than boys in Standard Assessment Tests (SATs) and GCSE’s (Mitsos and Browne, 1998), in 2010 to 2011 54.3 per cent of black pupils achieved five or more A* to C grades at GCSE compared to 58 per cent of white pupils and 61.8 per cent of Asian pupils (Attew, 2012). Therefore educational achievement is also affected by gender and ethnicity.

1. How may a student's social class origin and related factors impact on her/his learning outcomes and how can teachers intervene to effectively address any resulting disadvantages and injustices for students?