The Relationship between School Socioeconomic Composition and Academic Achievement in Turkiye

Yıl 2022, Sayı: 66, 17 - 27, 16.01.2023

Mahmut Özer , Eren Suna

https://doi.org/10.26650/JECS2022-1116979

Öz

The socioeconomic distribution of students influences school contexts and learning processes. In this manner, a school’s socioeconomic composition has the remarkable potential to shape school climate. This study examines the relationship socioeconomic status (SES) at both the student and school levels has with academic achievement for the first time in Turkiye with regard to academic and vocational tracks. High-stake assessment data of more than 1.4 million students over the last 10 years have been analyzed using two-level hierarchical linear modelling (HLM). The results show parents’ education level to be a significant predictor for both academic and vocational tracks, while family income significantly predicts academic achievement just in regard to vocational track. The results highlight both students’ and peers’ SES to be significantly related to their academic achievement. Additionally, parents’ education level is a stronger predictor of achievement than family income level. The results also emphasize the importance the recent improvements and academic support programs from the Ministry of National Education (MoNE) have had in alleviating achievement gaps among schools.

Anahtar Kelimeler

School climate, socioeconomic status, academic achievement, equality in education, school tracking

Kaynakça

• Al Şensoy, S., & Sağsöz, A. (2015). The relationship of student achievement with the physical conditions of the classrooms. Journal ofKir şehir Education Faculty, 16(3), 87-104. google scholar
• Anderson, C. S. (1982). The search for school climate: a review of research. Review of Educational Research, 52, 368-420. google scholar
• Arifoglu, A. (2019). Inveştigation ofşchool effect on ştudent achievement: A multilevel analyşiş according to TIMSS 2015 Turkey data. (Unpublished PhD Thesis). Hacettepe University, Institute of Educational Sciences, Ankara. google scholar
• Aydin, M. (2015). The effect ofştudent and şchool relatedfactorş on TIMSS mathematicş achievement (Unpublished Doctoral Thesis). Necmettin Erbakan University, Institute of Educational Sciences, Konya. google scholar
• Barrett, P., Treves, A., Shmis, T., Ambazs, D., & Ustinova, M. (2019). The impact of şchool infraştructure on learning: A şyntheşiş of the evidence. World Bank Group. https://files.eric.ed.gov/fulltext/ED604388.pdf . google scholar
• Berger, N., & Archer, J. (2016). School socio-economic status and student socio-academic achievement goals in upper secondary contexts. Social Pşychology of Education: An International Journal, 19, 175-194. google scholar
• Bozkurt, S., & Aslanargun, E. (2015). Instructional leadership behaviors of principals’ in terms of teaching process and students’ achievement. Journal ofEducation and Humanitieş: Theory and Practice, 6, 151-174. google scholar
• Bölükbaş, S., & Gür, B. S. (2020). Tracking and inequality: The results from Turkey. International Journal of Educational Development, doi:/10.1016/j.ijedudev.2020.102262. google scholar
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review ofPşychology, 53, 371-399. google scholar
• Breen, R., & Jonsson, J. O. (2005). Inequality of opportunity in comparative perspective: Recent Research on educational attainment and social mobility. Annual Review of Sociology, 31, 223-243. google scholar
• Broer, M., Bai, Y., & Fonseca, F. (2019). Socioeconomic inequality and educational outcomeş: Evidence from twenty yearş of TIMSS. Switzerland: Springer. google scholar
• Caldas, S. J., & Bankston, C. (1997). Effect of school population socioeconomic status on individual academic achievement. The Journal ofEducational Reşearch, 90, 269-277. google scholar
• Creswell, J. W. (2012). Educational reşearch: Planning, conducting, and evaluating quantitative and qualitative reşearch. Merrill Publications. google scholar
• Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, F., Mood, A. M., Weinfeld, G. D., & York, R. L. (1966). Equality of educational opportunity. Washington, DC: US Government Printing Office. google scholar
• Darling-Hammond, L., & Cook-Harvey, C. (2018). Educating the whole child: Improving school climate to support student success. https://learningpolicyinstitute.org/sites/default/files/product-files/Educating_Whole_Child_ REPORT.pdf . google scholar
• Demirtas, Z. (2010). The relationship between school culture and student achievement. Education and Science, 35, 3-13. google scholar
• Duan, W., Guan, Y., & Bu, H. (2018). The effect of parental involvement and socioeconomic status on junior school students’ academic achievement and school behavior in China. Frontiers in Psychology, 9, 952. google scholar
• Education Reform Initative. (2009). Determinants of inequality in student achievement in Turkey. ERG. https:// www.egitimreformugirisimi.org/wp-content/uploads/2017/03/%c3%96%c4%9frenci-Ba%c5%9far%c4%b1s%c4%b1nda-E%c5%9fitsizli%c4 Retrieved from %9fin-Identifiers.pdf . google scholar
• ERG. (2014). Equality and academic success in the Turkish education system: Research report and analysis. ERG. https://www.egitimreformugirisimi.org/turkiye-egitim-sisteminde-esitlik-ve-akademik-basari/ . google scholar
• Ersan, Ö., & Rodriguez, M. C. (2020). Socioeconomic status and beyond: A multilevel analysis of TIMSS mathematics achievement given student and school context in Turkey. Large-Scale Assessments in Education, 8(15), doi:/10.1186/s40536-020-00093-y google scholar
• Galloway, S. (2002). School climate: A review of literature. Graduate Research Papers. 717. google scholar
• Gooding, Y. (2001). The Relationship between parental educational level and academic success of college freshmen. Retrospective Theses and Dissertations. 429. google scholar
• Khan, R. M., Khan, M. A., & Zubairi, N. (1999). Parental involvement and reading attainment: A study of 4th grade. Pakistani Children’s Journal Pendidikan, 20, 83-94. google scholar
• Kuperminc, G., Leadbeater, B., Emmons, C., & Blatt, S. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1, 76-88. google scholar
• Lehr, C. & Christenson, S. (2001 ). Best practices in promoting a positive school climate: Best practices in school psychology IV (pp. 929-947). Washington, DC: National Association of School Psychologists. google scholar
• Li, I. W., & Dockery A. M. (2015). Does school socio-economic status influence university outcomes? Australian Journal of Labour Economics, 18, 75-94. google scholar
• Ligaya, L. F., Samsung, L. & Jihyun, L. (2016). Investigating the relationship between school facilities and academic achievements through geographically weighted regression. Annals of GIS, 22:4, 273-285. google scholar
• Manning, M. L., & Saddlemire, R. (1996). Developing a sense of community in secondary schools. National Association of Secondary School Principals. NASSP Bulletin, 80(584), 41-48. google scholar
• Marshall, M. L. (2004). Examining school climate: Defining factors and educational influences. Georgia State University Center for School Safety, School Climate and Classroom Management. https://schoolsafety. education.gsu.edu/wp-content/blogs.dir/277/files/2013/10/whitepaper_marshall.pdf adresinden erişildi. google scholar
• MEB (2022). Yüz yüze eğitime dönüşte 180 gün: 6 Ağustos 2021-6 Şubat 2022. MEB Yayınları. google scholar
• Meier, V., & Schütz, G. (2007). The economics of tracking and non-tracking. IFO Working Paper No. 50. google scholar
• Orr, A. J. (2003). Black-white differences in achievement: The importance of wealth. Sociology of Education, 76, 281-304. google scholar
• Özer, M. (2019). Reconsidering the Fundamental Problems of Vocational Education and Training in Turkey and Proposed Solutions for Restructuring. Istanbul University Journal of Sociology, 39, 1-19. google scholar
• Özer, M. (2020a). Mesleki eğitimde paradigma değişimi: Türkiye>nin mesleki eğitim ile imtihanı. Maltepe Üniversitesi Yayınları. google scholar
• Özer, M. (2020b). Vocational education and training as “a friend in need” during coronavirus pandemic in Turkey. Bartın University Journal of Faculty of Education, 9(2), 1-7. google scholar
• Özer, M. (2021a). Eğitimde sistemik uyum. Maltepe Üniversitesi Yayınları. google scholar
• Özer, M. (2021b). The new steps taken for improvement of vocational education and training in Turkey. International Journal of Turkish Educational Sciences, 9(16), 1-16. google scholar
• Özer, M. (2021c). A new step towards narrowing the achievement gap in Turkey: “1,000 Schools in Vocational Education and Training” Project. Bartın University Journal of Faculty of Education, 10(1), 97-108. google scholar
• Özer, M., Gençoğlu, C., & Suna, H. E. (2021). Policies for alleviating educational inequalities in Turkey. Ondokuz Mayıs Univesity Journal of Education Faculty, 39(2), 294-312. google scholar
• Özer, M. (2022). Türkiye>de eğitimin evrenselleşmesi. Maltepe Üniversitesi Yayınları. google scholar
• Qisha, C., Yurou, K., Wenyang, G., & Lei, M. (2018). Effects of socioeconomic status, parent-child relationship, and learning motivation on reading ability. Front. Psychol., doi: 10.3389/fpsyg.2018.01297 google scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. SAGE Publications. google scholar
• Skowron, E. A. (2005). Parent differentiation of self and child competence in low-income urban families. Journal of Counseling Psychology, 52, 200-215. google scholar
• Slavin, R. E., & Braddock, J. H. (1993). Ability grouping on the wrong track. The College BoardReview, 68, 11-17. google scholar
• Suna, H. E., Gür, B. S., Gelbal, S., & Özer, M. (2020). Science high school students’ socioeconomic background and their preferences regarding their transition into higher education. Journal ofHigher Education, 10(3), 356-370. google scholar
• Suna, H. E., & Özer, M. (2021). The impact of school tracking on secondary vocational education and training in Turkey. Hacettepe University Journal ofEducation, 36(4), 855-870. google scholar
• Suna, H. E., Tanberkan, H., Eroğlu, E., Özer, M., & Gür, B. S. (2021). Horizontal skills mismatch in vocational education in Turkey: The reasons for out-of-field employment. Istanbul University Journal ofSociology, 40(2), 931-955. google scholar
• Teddlie, C., & Stringfield, S. (1985). A differential analysis of effectiveness in middle and low socioeconomic status schools. The Journal of Classroom Interaction, 20(2), 38-44. google scholar
• Van Houtte, M. (2004). Tracking effects on school achievement: A quantitative explanation in terms of the academic culture of school staff. American Journal ofEducation, 110. google scholar
• Woltman, H., Feldstain, A., MacKay, C., & Rocchi, M. (2012). An introduction to hierarchical linear modeling. Tutorials in Quantitative Methods for Psychology, 8(1), 52-69. google scholar
• Xuan, X., Xue, Y., Zhang, C., Luo, Y., Jiang, W., Qi, M., & Wang, Y. (2019). Relationship among school socioeconomic status, teacher-student relationship, and middle school students’ academic achievement in China: Using the multilevel mediation model. PloS one, 14(3), e0213783. google scholar
• Zullig, K., & Matthews, M. R. (2014). School climate. In: Michalos AC (Ed.). Encyclopedia of quality of life and well-being research. Springer, Dordrecht. google scholar