School Achievement as Moderated by Sociodemographic Status: The US Case

Selcuk Sirin, Taveeshi Gupta

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

School achievement is greatly moderated by sociodemographic factors, such as socioeconomic status, minority status, students' gender and grade level as well as the location of schools. Based on a comprehensive review of the literature, the effect of socioeconomic status on school achievement is illustrated with empirical evidence.

Original languageEnglish (US)
Title of host publicationInternational Encyclopedia of the Social & Behavioral Sciences: Second Edition
PublisherElsevier Inc.
Pages42-47
Number of pages6
ISBN (Electronic)9780080970875
ISBN (Print)9780080970868
DOIs
StatePublished - Mar 26 2015

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Keywords

  • Achievement gap
  • Coleman report
  • Gender
  • Meta-analysis
  • Minorities
  • Minority status
  • Parental values
  • Poverty
  • School achievement
  • School location
  • Single parenthood
  • Social capital
  • Socialization
  • Socioeconomic status

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Sirin, S., & Gupta, T. (2015). School Achievement as Moderated by Sociodemographic Status: The US Case. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (pp. 42-47). Elsevier Inc.. https://doi.org/10.1016/B978-0-08-097086-8.23102-4