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"educational attainment"
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Solving the achievement gap : overcoming the structure of school inequality
\"This book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of teachers. Instead, schools present learning tasks and award grades in ways that inadvertently undermine the self-efficacy, engagement, and effort of low-performing students, causing demoralization and exacerbating differences in achievement that are seen to exist as early as kindergarten. This process systematically maintains and widens initial gaps in achievement that might otherwise be expected to disappear over the K-12 years. Misdiagnosis of the nature of the achievement gap has led to misguided solutions. The author draws upon a range of research studies to support this view and to offer recommendations for improvement.\" -- Publisher's description
Book
Relations between students’ well-being and academic achievement: evidence from Swedish compulsory school
The study aimed to investigate students’ psychological, cognitive, and social well-being in 6th Grade and the relations to academic achievement in compulsory school, as measured by grades in 9th Grade. Due to reports from Swedish authorities and research, students’ self-reported well-being has decreased during the last decade. Data from the Swedish longitudinal project Evaluation Through Follow-up was analyzed with confirmatory factor analysis and structural equation modelling. By using data from two birth cohorts (1998:
N
= 7 684 and 2004:
N
= 9 437), differences in well-being across the two cohorts could be investigated. Cognitive ability, parental education, and gender were also accounted for. Statistically significant cohort and gender differences were found, where cohort 2004 was disadvantaged in all three well-being dimensions, and girls were disadvantaged in psychological and social well-being. Psychological well-being was negatively related to academic achievement, indicating that students who experienced more school-related stress performed higher than students who experienced less stress. Cognitive well-being was positively related to academic achievement. Possible causes of the decrease in well-being may be changes in the educational and assessment system, which meant that cohort 2004 went through compulsory school with a stronger focus on results and grades than earlier cohorts.
Journal Article
Governance of educational trajectories in Europe : pathways, policy and practice
\"Drawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chapter is co-authored by two or three researchers, each based in a different country, the book goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods\"-- Provided by publisher.
Book
Mapping disparities in education across low- and middle-income countries
Educational attainment is an important social determinant of maternal, newborn, and child health
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. As a tool for promoting gender equity, it has gained increasing traction in popular media, international aid strategies, and global agenda-setting
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. The global health agenda is increasingly focused on evidence of precision public health, which illustrates the subnational distribution of disease and illness
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; however, an agenda focused on future equity must integrate comparable evidence on the distribution of social determinants of health
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. Here we expand on the available precision SDG evidence by estimating the subnational distribution of educational attainment, including the proportions of individuals who have completed key levels of schooling, across all low- and middle-income countries from 2000 to 2017. Previous analyses have focused on geographical disparities in average attainment across Africa or for specific countries, but—to our knowledge—no analysis has examined the subnational proportions of individuals who completed specific levels of education across all low- and middle-income countries
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. By geolocating subnational data for more than 184 million person-years across 528 data sources, we precisely identify inequalities across geography as well as within populations.
Analyses of the proportions of individuals who have completed key levels of schooling across all low- and middle-income countries from 2000 to 2017 reveal inequalities across countries as well as within populations.
Journal Article
The attainment agenda : state policy leadership in higher education
How state leadership determines effective higher education attainment.
Although the federal government invests substantial resources into student financial aid, states have the primary responsibility for policies that raise overall higher educational attainment and improve equity across groups. The importance of understanding how states may accomplish these goals has never been greater, as educational attainment is increasingly required for economic and social well-being of individuals and society.
Drawing on data collected from case studies of the relationship between public policy and higher education performance in five states—Georgia, Illinois, Maryland, Texas, and Washington— The Attainment Agenda offers a framework for understanding how state public policy can effectively promote educational attainment.
Laura W. Perna and Joni E. Finney argue that there is no silver bullet to improve higher education attainment. Instead, achieving the required levels of attainment demands a comprehensive approach. State leaders must consider how performance in one area (such as degree completion) is connected to performance in other areas (such as preparation or affordability), how particular policies interact to produce expected and unexpected outcomes, and how policy approaches must be adapted to reflect their particular context. The authors call for greater attention to the state role in providing policy leadership to advance a cohesive public agenda for higher education and adopting public policies that not only increase the demand for and supply of higher education but also level the playing field for higher educational opportunity.
The insights offered in The Attainment Agenda have important implications for public policymakers, college and university leaders, and educational researchers interested in ensuring sustained higher education attainment.
eBook
Timing and level of educational attainment and late‐life cognition in the KHANDLE study
INTRODUCTION The timing of educational attainment may modify its effects on late‐life cognition, yet most studies evaluate education only at a single time point. METHODS Kaiser Healthy Aging and Diverse Life Experiences (KHANDLE) Study cohort participants (N = 554) reported educational attainment (dichotomized at any college education) at two time points, and we classified them as having low, high, or later‐life high educational attainment. Linear mixed‐effects models estimated associations between educational attainment change groups and domain‐specific cognitive outcomes (z‐standardized). RESULTS Compared to low educational attainment, high (β= 0.59 SD units; 95% confidence interval [CI]: 0.39, 0.79) and later‐life high educational attainment (β = 0.22; 95% CI: 0.00, 0.44) were associated with higher executive function. Only high educational attainment was associated with higher verbal episodic memory (β = 0.27; 95% CI: 0.06, 0.48). DISCUSSION Level and timing of educational attainment are both associated with domain‐specific cognition. A single assessment for educational attainment may inadequately characterize protective associations with late‐life cognition. Highlights Few studies have examined both level and timing of educational attainment on cognition. Marginalized populations are more likely to attain higher education in adulthood. Higher educational attainment in late life is also associated with higher cognition.
Journal Article
Determining the influence of depressive mood and self-disclosure on problematic mobile app use and declined educational attainment: Insight from stressor-strain-outcome perspective
Although problematic mobile app usage and its correlated negative consequences have become increasingly prevalent, little detailed attention was specially paid to the antecedents of problematic mobile app use and declined educational attainment. This current research employs the stress–strain–outcome (SSO) theoretical framework to thoroughly and systematically explore pathways through which depressive mood and self-disclosure lead to university students’ perceived information and social overload, and ultimately, declined educational attainment. Methodologically, the article employed a cross-sectional research approach to collect data from university students (N = 898) and analyzed data through structural equation modeling. The findings reveal that university students’ depressive mood and self-disclosure significantly affect information overload, social overload and problematic mobile app use. In addition, problematic mobile app use can directly result in students’ declined educational attainment. Furthermore, the study confirms that social overload can mediate the linkage between self-disclosure and problematic mobile app use. This research may add to the existing literature on the possible negative aspects of mobile technologies by providing a framework for further understanding problematic usage and providing insight into various factors that lead to and are affected by such use. The findings also imply that future researchers should delve more into the ways in which univeristy students’ personalities and environmental circumstances, such cognitive overload, shape their mobile app use experiences.
Journal Article