An IERI – International Educational Research Institute Journal
Table 3 Characteristics of the meta-analyses on the relation between socioeconomic status and student achievement
From: The potential of international large-scale assessments for meta-analyses in education
Reference | n | k | Achievement domain(s) | SES measure(s) | Data | Type(s) of ILSA | Inclusion approach | Addressing dependence | Sensitivity analyses | Pooled effect size(s) |
|---|---|---|---|---|---|---|---|---|---|---|
Harwell et al., (2017) | 143 | 297 | Mathematics, Science, Literacy, General disciplines | Parent education, parent occupation, home resources, free/reduced-price lunches, composite SES indices | Non-ILSA data | – | – | No | No | r = 0.12–0.26 |
Kim et al., (2019) | 49 | 49 | General achievement, Educational attainment | Parent education, parent occupation, home resources and wealth indices, composite SES indices | ILSA and non-ILSA data | PISA, TIMSS, SACMEQ, MICS, Young Lives International Longitudinal Study | One-stage direct inclusion | No | No | r = 0.08–0.20 |
Letourneau et al., (2011) | 7 | 7 | Literacy, General cognitive skills | Parent education, parent occupation, home resources and wealth indices, composite SES indices | Non-ILSA data | – | – | No | No | g = 0.35 |
Liu et al., (2020) | 78 | 480 | Mathematics, Science, Chinese, English, General achievement | Parent education, parent occupation, home resources and wealth indices, income, composite SES indices | ILSA and non-ILSA data | PISA 2009, PISA 2012, PISA 2015 | One-stage direct inclusion | Yes (robust variance estimation) | No | r = 0.18–0.29 |
RodrÃguez-Hernández et al., (2020) | 23 | 23 | General achievement, Persistence | Parent education, parent occupation, parent income, home resources, neighborhood resources | Non-ILSA data | – | – | No | No | r = 0.06 |
Scherer and Siddiq, (2019) | 11 | 75 | Digital literacy | Parent education, parent occupation, home resources and wealth indices, income, composite SES indices | ILSA and non-ILSA data | ICILS 2013 | One-stage direct inclusion | Yes (three-level random-effects modeling) | Yes (two-stage direct inclusion, exclusion of ILSA data) | r = 0.18–0.25 |
Sirin, (2005) | 58 | 167 | Mathematics, Science, Literacy, General disciplines | Parent education, parent occupation, home resources and wealth indices, income, neighborhood, free or reduced-price lunches, home | Non-ILSA data | – | – | No | – | r = 0.25–0.51 |
Tan, (2017) | 52 | 155 | Mathematics, Science, Literacy | Home educational resources, cultural participation, reading at home or outside school, parent–child cultural discussions, educational expectations, parent home and school involvement, parent educational attainment | ILSA and non-ILSA data | TIMSS 1999 | One-stage direct inclusion | No | No | r = -0.02–0.38 |
Tan et al. (2019) | 105 | 190 | Mathematics, Science, Literacy | Home educational resources, cultural participation, reading at home or outside school, parent–child cultural discussions, educational expectations, parent home and school involvement, parent educational attainment, composite SES indices | ILSA and non-ILSA data | TIMSS 1999 | One-stage direct inclusion | No | No | r = 0.00–0.37 |
Van Ewijk et al., (2010) | 30 | 188 | Mathematics, Science, Literacy, Social Sciences, Economics, General achievement | Parent education, parent occupation, home resources, composite SES indices | ILSA and non-ILSA data | PISA 2000, PISA 2003 | One-stage direct inclusion | Yes (weighted meta-regression model) | Yes (exclusion of ILSA data) | r = 0.32 |