STUDENT, SCHOOL, AND COUNTRY: THE RELATIONSHIP OF SES AND INEQUALITY TO ACHIEVEMENT
GREGORY J. MARCHANT *
Department of Educational Psychology, Ball State University, TC 505, Muncie, IN 47306, United States of America
W. HOLMES FINCH
Department of Educational Psychology, Ball State University, TC 505, Muncie, IN 47306, United States of America
*Author to whom correspondence should be addressed.
Abstract
The relationship of socio-economic status (SES) and SES inequality to student achievement was explored using the 2009 PISA data for 65 countries. Student, school, and country level data were analyzed. School level SES emerged as the strongest predictor of student achievement (even more important than the students’ own SES). When controlling for student SES, school SES, and school SES inequality, the SES inequality of the countries was more related to achievement than the mean SES of the countries. Among the higher SES countries, the relatively low SES and high SES inequality of the United States was more related to achievement. The educational policy implications from the findings were clear. Economics, in terms of SES and inequality, are related to student achievement. The SES of students and schools, and the SES inequality of a country provide a context for learning that needs further exploration and consideration by policymakers.
Keywords: Achievement, socio-economic status, inequality, student, school, country, international