The Relationship Between Socioeconomic Status and Mathematics Achievement for K-12 Students: A Meta-Analysis (Poster 8)

• In Event: Evidence for Enhanced Learning: Systematic Reviews and Meta-Analyses on Improving Student Achievement and Learning Outcomes

Abstract

This meta-analysis examined the correlation between socioeconomic status (SES) and K-12 students’ mathematics achievement, analyzing studies from 2014 to March 2024. In this meta-analysis, types of SES were used as moderators, including parental income, education, occupation, home resources, and the SES index. The results from 10 studies with 271,281 students showed a small positive but statistically insignificant overall correlation (r = 0.1435). Moderator analysis indicated that the SES index and income had moderate positive effects, while parental education, occupation, and home resources showed smaller positive effects. Additionally, poverty status correlated negatively with mathematics achievement. This study emphasized the heterogeneous impact of SES on mathematics achievement and highlighted the need for diverse measures and broader inclusion criteria in future research.

Authors

• Bitna Choi, University of New Hampshire

• Sheree Taisha Sharpe, University of New Hampshire