Student retention models were tested via structural equation modeling to examine the interrelations and predictability among socioeconomic status, psychosocial, and student success variables with a sample of 445 undergraduate students attending a large Hispanic serving institution. The proposed theoretical model included socioeconomic status…

The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how…

Mathematics teachers have recently begun to stress the need for teaching models and modeling approaches that encompass cognitive and meta-cognitive thought processes for every level of schooling, starting from primary school through to higher education. The objective of this study is to examine modeling processes with the help of modeling…

The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

This study examines direct and indirect effects of family socioeconomic status (SES) and parental expectations on adolescents' mathematics and problem-solving achievement in mainland China. SES here is composed of family wealth, home educational resources, and parental education. Over 5,000 ninth-grade students in 5 geographical districts of China…

The extant literature indicates that parental engagement is positively related with student achievement (Celenk, 2003; Epstein, 1995, 2009, 2011; Gul, 2007; Henderson, Daviess, Johnson & Mapp, 2007; Henderson & Mapp, 2002; Kotoman, 2008; Jeynes, 2012; Sad, 2012; Sheldon & Epstein, 2005; Sui-Chu & Willms, 1996). Despite its promise…

This study examined the impact of teachers' characteristics and self-reported practices on students' Algebra achievement while controlling for students' characteristics. This study is based on the secondary analysis of data collected from a nationally representative sample of 9 th grade students and their mathematics teachers during…

We examine the relations among socioeconomic status, control beliefs, and two coping styles (problem-focused vs. emotion-focused) in the context of financial stress. Findings indicate that low socioeconomic status (SES) is linked to greater use of emotion-focused financial coping and lesser use of problem-focused financial coping. The effects of…

Intelligence has long been a topic of special interest to social scientists, but research that involves intelligence as a predictor of behavior usually focuses on domains such as crime and delinquency, academic achievement, and socioeconomic status. In this article, the authors address this gap in the literature and develop a theoretical framework…

Author critically evaluated Foster's viewpoints on economic and educational development in developing countries (AA 521 911) as well as the interaction between developing nations and developed nations, such as Latin America and the United States. (RK)

Describes a study that examined the effect of computer programing experience on the mathematical problem solving achievement of high school students. The variables studied are discussed, including gender, ability, socioeconomic status, prior math experience, and access to a home computer, and a path analysis model is explained. (34 references)…

An experiment was conducted to investigate three orthogonal dimensions of school districts--per pupil wealth, urbanization, and socioeconomic status--and three aspects of schools--socioeconomic status, weighting of teacher behaviors by principals, and type of supervisory organization--in relation to the level or status of and the valuing of two…