The Effect of Peer Socioeconomic Status on Student Achievement: A Meta-Analysis
The Effect of Peer Socioeconomic Status on Student Achievement: A Meta-Analysis
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同伴社会经济地位对学生成绩的影响：荟萃分析
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
P. Sleegers
中科院分区：
文献类型：
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作者：
R. van Ewijk;P. Sleegers
之前关于同龄人社会经济地位（SES）对学生考试成绩影响的研究报告了不同的结果。一项包含 30 项该主题研究的元回归分析表明，研究人员发现的成分效应与他们衡量 SES 的方式以及模型选择密切相关。如果他们以二分法衡量 SES（例如免费午餐资格）或在一个模型中包含几个平均 SES 变量，他们会发现比使用捕获多个 SES 维度的复合变量时的影响更小。在队列/学校层面测量的构成比在班级层面测量的构成产生的影响更小。研究人员在不控制先前成就或不考虑遗漏变量偏差的可能性的情况下估计成分效应，有高估效应的风险。通过人为地解释效应，纠正大量未经深思熟虑的协变量可能会导致对成分效应的低估。几乎没有证据表明效应大小因测试类型（语言与数学）和国家/地区等样本特征而异。对一项假设性研究的估计，做出了一些“理想”的选择，表明同龄人的社会经济地位可能是学业成就的一个重要决定因素。
Previous studies on the effects on students’ test scores of their peers’ socioeconomic status (SES) reported varying results. A meta-regression analysis including 30 studies on the topic shows that the compositional effect that researchers find is strongly related to how they measure SES and to their model choice. If they measure SES dichotomously (e.g. free lunch eligibility) or include several average SES-variables in one model, they find smaller effects than when using a composite that captures several SES-dimensions. Composition measured at cohort/school level is associated with smaller effects than composition measured at class level. Researchers estimating compositional effects without controlling for prior achievement or not taking into account the potential for omitted variables bias, risk overestimating the effect. Correcting for a large set of not well-thought-over covariates may lead to an underestimation of the compositional effect, by artificially explaining away the effect. Little evidence was found that effect sizes differ with sample characteristics such as test type (language vs. math) and country. Estimates for a hypothetical study, making a number of “ideal” choices, suggest that peer SES may be an important determinant of academic achievement.