The Experts below are selected from a list of 529533 Experts worldwide ranked by ideXlab platform
Heike Solga - One of the best experts on this subject based on the ideXlab platform.
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Cross-national differences in Social Background effects on educational attainment and achievement: absolute vs. relative inequalities and the role of education systems
Compare, 2019Co-Authors: Jan Paul Heisig, Benjamin Elbers, Heike SolgaAbstract:We use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational ...
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cross national differences in Social Background effects on educational attainment and achievement absolute vs relative inequalities and the role of education systems
EconStor Open Access Articles, 2019Co-Authors: Jan Paul Heisig, Benjamin Elbers, Heike SolgaAbstract:We use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational attainment (formal qualifications) and educational achievement (competencies) and in both absolute and relative terms (i.e. as the individual’s rank in the distribution of educational success). Parental education effects are stronger for educational attainment than for achievement in all countries. Cross-national variation in the strength of Social Background effects follows broadly similar patterns for the different ways of measuring success, but a few countries combine relatively strong achievement with relatively weak attainment effects and vice versa. Tracking in secondary education is associated with stronger Background effects for educational attainment but not for achievement. Greater prevalence of formal (non-formal) AET is associated with stronger (weaker) Background effects for both attainment and achievement, while vocational orientation of upper secondary education does not matter much.
David T Burkam - One of the best experts on this subject based on the ideXlab platform.
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dropping out of high school the role of school organization and structure
American Educational Research Journal, 2003Co-Authors: Valerie E Lee, David T BurkamAbstract:In this study, we explore how high schools, through their structures and organization, may influence students’ decisions to stay in school or drop out. Traditional explanations for dropout behavior have focused on students’ Social Background and academic behaviors. What high schools might do to push out or hold students has received less empirical scrutiny. Using a sample of 3,840 students in 190 urban and suburban high schools from the High School Effectiveness Supplement of the National Educational Longitudinal Study of 1988, we apply multilevel methods to explore schools’ influence on dropping out, taking into account students’ academic and Social Background. Our findings center on schools’ curriculum, size, and Social relations. In schools that offer mainly academic courses and few nonacademic courses, students are less likely to drop out. Similarly, students in schools enrolling fewer than 1,500 students more often stay in school. Most important, students are less likely to drop out of high schools w...
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inequality at the starting gate Social Background differences in achievement as children begin school
2002Co-Authors: Valerie E Lee, David T BurkamAbstract:But the inequalities facing children before they enter school are less publicized. We should expect schools to increase achievement for all students, regardless of race, income, class, and prior achievement. But it is unreasonable to expect schools to completely eliminate any large pre-existing inequalities soon after children first enter the education system, especially if those schools are under-funded and over-challenged.
Jan Paul Heisig - One of the best experts on this subject based on the ideXlab platform.
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Cross-national differences in Social Background effects on educational attainment and achievement: absolute vs. relative inequalities and the role of education systems
Compare, 2019Co-Authors: Jan Paul Heisig, Benjamin Elbers, Heike SolgaAbstract:We use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational ...
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cross national differences in Social Background effects on educational attainment and achievement absolute vs relative inequalities and the role of education systems
EconStor Open Access Articles, 2019Co-Authors: Jan Paul Heisig, Benjamin Elbers, Heike SolgaAbstract:We use PIAAC data to study the relationship between parental education and educational success among adults from 23 advanced economies. We consider educational success in terms of both educational attainment (formal qualifications) and educational achievement (competencies) and in both absolute and relative terms (i.e. as the individual’s rank in the distribution of educational success). Parental education effects are stronger for educational attainment than for achievement in all countries. Cross-national variation in the strength of Social Background effects follows broadly similar patterns for the different ways of measuring success, but a few countries combine relatively strong achievement with relatively weak attainment effects and vice versa. Tracking in secondary education is associated with stronger Background effects for educational attainment but not for achievement. Greater prevalence of formal (non-formal) AET is associated with stronger (weaker) Background effects for both attainment and achievement, while vocational orientation of upper secondary education does not matter much.
Samuel R Lucas - One of the best experts on this subject based on the ideXlab platform.
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effectively maintained inequality education transitions track mobility and Social Background effects1
American Journal of Sociology, 2001Co-Authors: Samuel R LucasAbstract:This article proposes a general explanation for Social Background‐related inequality. Educational attainment research indicates that the later an education transition, the lower the Social Background effect. While some suggest life course changes in the parent‐child relationship or between‐family competition explain this pattern, others contend the result is a statistical artifact, and that the analytic strategy presupposes agents are irrationally myopic. This article addresses these criticisms by framing educational transitions in terms of students' movement through the stratified curriculum. Students select their stratum, one of which is dropping out. To make these choices, they consider their most recent salient performance. Using time‐varying performance measures to predict students' track placement/school continuation sustains the validity of the educational transitions approach and suggests substantively important Social Background effects even for nearly universal transitions. Results are consisten...
Janie Corley - One of the best experts on this subject based on the ideXlab platform.
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brain structural differences between 73 and 92 year olds matched for childhood intelligence Social Background and intracranial volume
Neurobiology of Aging, 2018Co-Authors: Stuart J Ritchie, David Alexander Dickie, Simon R Cox, Maria Valdes C Hernandez, Ruth Sibbett, Alison Pattie, Devasuda Anblagan, Paul Redmond, Natalie A Royle, Janie CorleyAbstract:Fully characterizing age differences in the brain is a key task for combating aging-related cognitive decline. Using propensity score matching on 2 independent, narrow-age cohorts, we used data on childhood cognitive ability, socioeconomic Background, and intracranial volume to match participants at mean age of 92 years (n = 42) to very similar participants at mean age of 73 years (n = 126). Examining a variety of global and regional structural neuroimaging variables, there were large differences in gray and white matter volumes, cortical surface area, cortical thickness, and white matter hyperintensity volume and spatial extent. In a mediation analysis, the total volume of white matter hyperintensities and total cortical surface area jointly mediated 24.9% of the relation between age and general cognitive ability (tissue volumes and cortical thickness were not significant mediators in this analysis). These findings provide an unusual and valuable perspective on neurostructural aging, in which brains from the 8th and 10th decades of life differ widely despite the same cognitive, socioeconomic, and brain-volumetric starting points.
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brain structural differences between 73 and 92 year olds matched for childhood intelligence Social Background and intracranial volume
bioRxiv, 2017Co-Authors: Stuart J Ritchie, David Alexander Dickie, Simon R Cox, Maria Valdes C Hernandez, Alison Pattie, Devasuda Anblagan, Paul Redmond, Natalie A Royle, Janie Corley, Susana Munoz ManiegaAbstract:Fully characterizing age differences in the brain is a key task for combatting ageing-related cognitive decline. Using propensity score matching on two independent, narrow-age cohorts, we used data on childhood cognitive ability, socioeconomic Background, and intracranial volume to match participants at mean age 92 years (n = 42) to very similar participants at mean age 73 (n = 126). Examining a variety of global and regional structural neuroimaging variables, there were large differences in grey and white matter volumes, cortical surface area, cortical thickness, and white matter hyperintensity volume and spatial extent. In a mediation analysis, the total volume of white matter hyperintensities and total cortical surface area jointly mediated 24.9% of the relation between age and general cognitive ability (tissue volumes and cortical thickness were not significant mediators in this analysis). These findings provide an unusual and valuable perspective on neurostructural ageing, in which brains from the eighth and tenth decades of life differ widely despite the same cognitive, socio-economic, and brain-volumetric starting points.
