Does Schooling Decrease Socioeconomic Inequality in Early Achievement? A Differential Exposure Approach

2021 ◽  
pp. 000312242110491
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek
Keyword(s):  
Socioeconomic Inequality ◽  
Educational Achievement ◽  
Family Background ◽  
Causal Effect ◽  
Socioeconomic Background ◽  
Replication Studies ◽  
Learning Domains ◽  
Differential Exposure ◽  
Schooling Effects

Does schooling affect socioeconomic inequality in educational achievement? Earlier studies based on seasonal comparisons suggest schooling can equalize social gaps in learning. Yet recent replication studies have given rise to skepticism about the validity of older findings. We shed new light on the debate by estimating the causal effect of 1st-grade schooling on achievement inequality by socioeconomic family background in Germany. We elaborate a differential exposure approach that estimates the effect of exposure to 1st-grade schooling by exploiting (conditionally) random variation in test dates and birth dates for children who entered school on the same calendar day. We use recent data from the German NEPS to test school-exposure effects for a series of learning domains. Findings clearly indicate that 1st-grade schooling increases children’s learning in all domains. However, we do not find any evidence that these schooling effects differ by children’s socioeconomic background. We conclude that, although all children gain from schooling, schooling has no consequences for social inequality in learning. We discuss the relevance of our findings for sociological knowledge on the role of schooling in the process of stratification and highlight how our approach complements seasonal comparison studies.

scholarly journals Does schooling decrease social inequality in early achievement?

2020 ◽  
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek
Keyword(s):  
Social Inequality ◽  
Social Stratification ◽  
Educational Achievement ◽  
Panel Study ◽  
First Grade ◽  
Replication Studies ◽  
Learning Domains ◽  
Economic Background ◽  
Math And Science ◽  
Schooling Effects

Does schooling affect social inequality in educational achievement? Earlier studies based on seasonal comparisons suggested schooling to equalize social gaps in achievement, but recent replication studies gave rise to skepticism about the validity of older findings. We propose an alternative causal design that identifies schooling exposure effects by exploiting (conditionally) random variation in test dates and birth dates for children participating in assessment studies. We test effects of school exposure in first grade for a series of learning domains (vocabulary, grammar, math, and science) by drawing on recent data from the German National Educational Panel Study (NEPS). Findings clearly indicate that schooling increases learning in all domains and particularly in math and science. However, we did not find any evidence that schooling effects differed by children’s socio-economic background. We conclude that, while all children benefitted by first-grade exposure, first-grade schooling had no consequences for social inequality in learning. We discuss the relevance of our approach and results in the context of the massive school lockdowns due to the COVID-19 crisis and to further knowledge on the roleof schooling in the process of social stratification.

scholarly journals Associations between school enjoyment at age 6 and later educational achievement: evidence from a UK cohort study

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Tim T. Morris ◽  
Danny Dorling ◽  
Neil M. Davies ◽  
George Davey Smith
Keyword(s):  
Sex Differences ◽  
Cognitive Ability ◽  
Educational Outcomes ◽  
Educational Achievement ◽  
Family Background ◽  
Socioeconomic Background ◽  
Early School ◽  
Modifiable Factor ◽  
Research Questions ◽  
Grade Increase

AbstractEducation is influenced by a broad range of factors but there has been limited research into the role that early school enjoyment plays in pupil’s educational achievement. Here we used data from a UK cohort to answer three research questions. What is the association between early school enjoyment and later academic achievement? To what extent do family background factors underlie this association? Do sex differences in school enjoyment underlie sex differences in achievement? School enjoyment was self-reported in two questionnaires completed at age 6. We used multiple imputation to account for missing covariates in this study, giving an imputed sample size of 12,135. Children’s school enjoyment at age 6 associated with sex and cognitive ability but not family socioeconomic background. For example, girls were twice as likely to report enjoying school than boys (OR: 1.97; 95% CI: 1.56, 2.48). School enjoyment strongly associated with later achievement in age 16 compulsory GCSE exams even after adjustment for socioeconomic background and cognitive ability; pupils who reported enjoying school scored on average 14.4 (95% CI: 6.9, 21.9) more points (equivalent to almost a 3-grade increase across all subjects) and were 29% more likely to obtain 5 + A*-C GCSE’s including Maths and English (OR: 1.29; 95% CI: 0.99, 1.7) than those who did not enjoy school. These results highlight the importance of school enjoyment for educational achievement. As a potentially more modifiable factor than socioeconomic background, cognitive ability or sex, school enjoyment may represent a promising intervention target for improving educational outcomes.

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

scholarly journals Osteoarthritis: Insights Offered by the Study of Bone Mass Genetics

2021 ◽  
Vol 19 (2) ◽  
pp. 115-122
Author(s):  
A. Hartley ◽  
C. L. Gregson ◽  
L. Paternoster ◽  
J. H. Tobias
Keyword(s):  
Bone Mass ◽  
Causal Effect ◽  
Mendelian Randomisation ◽  
Mineral Density ◽  
High Bone Mass ◽  
Increased Risk ◽  
High Bone ◽  
Genetic Mechanisms ◽  
Additional Support

Abstract Purpose of Review This paper reviews how bone genetics has contributed to our understanding of the pathogenesis of osteoarthritis. As well as identifying specific genetic mechanisms involved in osteoporosis which also contribute to osteoarthritis, we review whether bone mineral density (BMD) plays a causal role in OA development. Recent Findings We examined whether those genetically predisposed to elevated BMD are at increased risk of developing OA, using our high bone mass (HBM) cohort. HBM individuals were found to have a greater prevalence of OA compared with family controls and greater development of radiographic features of OA over 8 years, with predominantly osteophytic OA. Initial Mendelian randomisation analysis provided additional support for a causal effect of increased BMD on increased OA risk. In contrast, more recent investigation estimates this relationship to be bi-directional. However, both these findings could be explained instead by shared biological pathways. Summary Pathways which contribute to BMD appear to play an important role in OA development, likely reflecting shared common mechanisms as opposed to a causal effect of raised BMD on OA. Studies in HBM individuals suggest this reflects an important role of mechanisms involved in bone formation in OA development; however further work is required to establish whether the same applies to more common forms of OA within the general population.

Towards a dialect-neutral assessment instrument for the language skills of Afrikaans-speaking children: the role of socioeconomic status

2012 ◽  
Vol 40 (2) ◽  
pp. 415-437 ◽  
Author(s):  
FRENETTE SOUTHWOOD
Keyword(s):  
South African ◽  
Parental Education ◽  
Education Level ◽  
Assessment Instrument ◽  
Socioeconomic Background ◽  
Parental Education Level ◽  
Father Figures ◽  
African Context ◽  
Neutral Language

ABSTRACTThe aims of the study were to establish whether there is a correlation between the socioeconomic background of Afrikaans-speaking children and their performance on a dialect-neutral language test, and to ascertain whether the allowance the test currently makes for parental education level is sufficient. The Afrikaans version of the DiagnosticEvaluation ofLanguageVariation(Seymour, Roeper & de Villiers, 2005a) was administered to 231 Afrikaans-speaking children age 4 ; 0 to 9 ; 11 from various socioeconomic backgrounds. A positive correlation was found between the composite language scores as well as the scores for each of the language domains (syntax, pragmatics, semantics) and the primary female caregivers' highest level of education. Children with father figures present did not outperform those without. It appears that the original manner of accommodating parental education level in interpreting the children's language scores on the test is sufficient and need not be refined for the South African context.

scholarly journals Using genetic variants to evaluate the causal effect of serum vitamin D concentration on COVID-19 susceptibility, severity and hospitalization traits: a Mendelian randomization study

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Zhiyong Cui ◽  
Yun Tian
Keyword(s):  
Vitamin D ◽  
Fixed Effects ◽  
Mendelian Randomization ◽  
Causal Effect ◽  
Serum Vitamin ◽  
Vitamin D Supplementation ◽  
Sensitivity Analyses ◽  
Global Test ◽  
Serum Vitamin D

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has struck globally and is exerting a devastating toll on humans. The pandemic has led to calls for widespread vitamin D supplementation in public. However, evidence supporting the role of vitamin D in the COVID-19 pandemic remains controversial. Methods We performed a two-sample Mendelian randomization (MR) analysis to analyze the causal effect of the 25-hydroxyvitamin D [25(OH)D] concentration on COVID-19 susceptibility, severity and hospitalization traits by using summary-level GWAS data. The causal associations were estimated with inverse variance weighted (IVW) with fixed effects (IVW-fixed) and random effects (IVW-random), MR-Egger, weighted edian and MR Robust Adjusted Profile Score (MR.RAPS) methods. We further applied the MR Steiger filtering method, MR Pleiotropy RESidual Sum and Outlier (MR-PRESSO) global test and PhenoScanner tool to check and remove single nucleotide polymorphisms (SNPs) that were horizontally pleiotropic. Results We found no evidence to support the causal associations between the serum 25(OH)D concentration and the risk of COVID-19 susceptibility [IVW-fixed: odds ratio (OR) = 0.9049, 95% confidence interval (CI) 0.8197–0.9988, p = 0.0473], severity (IVW-fixed: OR = 1.0298, 95% CI 0.7699–1.3775, p = 0.8432) and hospitalized traits (IVW-fixed: OR = 1.0713, 95% CI 0.8819–1.3013, p = 0.4878) using outlier removed sets at a Bonferroni-corrected p threshold of 0.0167. Sensitivity analyses did not reveal any sign of horizontal pleiotropy. Conclusions Our MR analysis provided precise evidence that genetically lowered serum 25(OH)D concentrations were not causally associated with COVID-19 susceptibility, severity or hospitalized traits. Our study did not provide evidence assessing the role of vitamin D supplementation during the COVID-19 pandemic. High-quality randomized controlled trials are necessary to explore and define the role of vitamin D supplementation in the prevention and treatment of COVID-19.

scholarly journals The Causal Effect of Education on Health: What is the Role of Health Behaviors?

2012 ◽  
Author(s):  
Giorgio Brunello ◽  
Margherita Fort ◽  
Nicole E. Schneeweis ◽  
Rudolf Winter-Ebmer
Keyword(s):  
Health Behaviors ◽  
Causal Effect

Silk Road Economic Belt strategy and industrial total-factor productivity

2019 ◽  
Vol 30 (1) ◽  
pp. 260-282 ◽  
Author(s):  
Jian Feng ◽  
Lingdi Zhao ◽  
Huanyu Jia ◽  
Shuangyu Shao
Keyword(s):  
Sustainable Development ◽  
Total Factor Productivity ◽  
Causal Effect ◽  
Silk Road ◽  
Factor Productivity ◽  
Positive Role ◽  
Content Type ◽  
Silk Road Economic Belt ◽  
The Difference

Purpose The purpose of this paper is to assess the effectiveness of the Silk Road Economic Belt (SREB) strategy and its role of industrial productivity in China. Design/methodology/approach To identify the causal effect of this strategy on industrial sustainable development, the authors first use the slacks-based measure model to calculate industries’ total-factor productivity (TFP) considered with CO2 emissions as undesirable output on the provincial level. Then, the authors use the PSM-DID method to identify the difference of TFPs between provinces and industries before and after the implementation of SREB strategy. Findings However, the authors find that there is no difference or even a relative decrease in TFPs of industries in target provinces after the implementation of the strategy, which reveals that the SREB strategy does not play a positive role of the industries’ sustainable development in years of 2014 and 2015. Originality/value The value of this result is to identify the short-term impact of SREB strategy and to seek for probable causes and appropriate solutions.

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