Changing Socioeconomic Status and Academic Achievement

• In Event: Adolescents' Achievement and Motivation in School

Abstract

Data from Early Childhood Longitudinal Study (ECLS-K) study was used to calculate whether students’ families’ SES increased, decreased, or remained the same over both a two-year and a four-year time span. A series of multiple linear regression models empirically investigated whether students’ math and reading scores for 1st to 3rd grade as well as from 1st to 5th grade were significantly associated with families’ change in SES. There was no significant association between a positive increase in SES and improvement in students’ academic scores in reading and math in either a two- or a four-year time span. A significant negative change in reading and math achievement was found when SES decreased. Implications of the findings are discussed.

Authors

• Stephen D. Whitney, University of Missouri

• Wolfgang Wiedermann, University of Missouri

• Sara L Prewett, University of Missouri - Columbia

• David A. Bergin, University of Missouri