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High Achievers from Low Socioeconomic Backgrounds: The Critical Role of Disciplinary Climate and Grit
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Huang, Haigen; Zhu, Hao – Mid-Western Educational Researcher, 2017
The purpose of this study was to examine whether school disciplinary climate and grit predicted low socioeconomic status (SES) students being high achievers in mathematics and science with a representative sample of 15-year-old students in the United States. Our analysis, using a two-level logistic hierarchical linear model (HLM), indicated both…
Descriptors: High Achievement, Socioeconomic Status, Low Income Students, Mathematics Achievement
The Role of Schools in Bridging Within-School Achievement Gaps Based on Socioeconomic Status: A Cross-National Comparative Study
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Huang, Haigen; Sebastian, James – Compare: A Journal of Comparative and International Education, 2015
Since the publication of the Coleman report in 1966, research on the role of schools in influencing student achievement relative to the role of family background has generated considerable interest and controversy. A large volume of international and comparative research has also been devoted to studying school effects on student achievement.…
Descriptors: School Role, Academic Achievement, Achievement Gap, Socioeconomic Status
Can Students Themselves Narrow the Socioeconomic-Status-Based Achievement Gap through Their Own Persistence and Learning Time?
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Huang, Haigen – Education Policy Analysis Archives, 2015
Despite decades of educational reforms, the achievement gap based on socioeconomic status (SES) persists in the United States. Not only does the SES-based achievement gap persist, it has also been widening. This study focused on the role of students, hypothesizing that students might reduce the SES-based achievement gap by increasing their…
Descriptors: Socioeconomic Status, Achievement Gap, Academic Persistence, Acceleration (Education)