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Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence

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Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence. / von Stumm, Sophie.

In: Intelligence, Vol. 60, 12.12.2016, p. 57-62.

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von Stumm, S 2016, 'Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence', Intelligence, vol. 60, pp. 57-62. https://doi.org/10.1016/j.intell.2016.11.006

APA

von Stumm, S. (2016). Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence. Intelligence, 60, 57-62. https://doi.org/10.1016/j.intell.2016.11.006

Vancouver

von Stumm S. Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence. Intelligence. 2016 Dec 12;60:57-62. https://doi.org/10.1016/j.intell.2016.11.006

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von Stumm, Sophie. / Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence. In: Intelligence. 2016 ; Vol. 60. pp. 57-62.

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@article{3e95762f8bdd49b18e21e86255fe8335,
title = "Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence",
abstract = "Children from lower socioeconomic status (SES) families tend to perform worse in school than children from more privileged backgrounds. However, it is unclear to what extent differences in intelligence account for the academic achievement gap between high and low SES children. A large, UK representative sample of 5804 children was assessed on intelligence and academic performance at the ages 7, 9, 10, 12, 14 and 16 years. Latent growth curve analysis showed that SES was positively associated with academic performance at age 7 (i.e. intercept; Est = 0.07; CI 95% 0.06 to 0.07; β = 0.32) and gains in academic performance or growth from age 7 to 16 (i.e. slope; Est = 0.02; CI 95% 0.01 to 0.02; β = 0.44). The associations were substantially attenuated but remained significant after adding IQ (intercept: Est = 0.03; CI 95% 0.04 to 0.07; β = 0.14; slope: Est = 0.01; CI 95% 0.01 to 0.01; β = 0.28), which accounted for 40% of the variance in academic performance and growth, respectively. Although IQ was the strongest predictor of academic performance from age 7 through 16, SES was associated with an independent benefit of half a grade level on average by the end of compulsory education.",
keywords = "Academic performance, Development, Growth, Intelligence, Socioeconomic status",
author = "{von Stumm}, Sophie",
year = "2016",
month = dec,
day = "12",
doi = "10.1016/j.intell.2016.11.006",
language = "English",
volume = "60",
pages = "57--62",
journal = "Intelligence",
issn = "0160-2896",
publisher = "Elsevier",

}

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TY - JOUR

T1 - Socioeconomic status amplifies the achievement gap throughout compulsory education independent of intelligence

AU - von Stumm, Sophie

PY - 2016/12/12

Y1 - 2016/12/12

N2 - Children from lower socioeconomic status (SES) families tend to perform worse in school than children from more privileged backgrounds. However, it is unclear to what extent differences in intelligence account for the academic achievement gap between high and low SES children. A large, UK representative sample of 5804 children was assessed on intelligence and academic performance at the ages 7, 9, 10, 12, 14 and 16 years. Latent growth curve analysis showed that SES was positively associated with academic performance at age 7 (i.e. intercept; Est = 0.07; CI 95% 0.06 to 0.07; β = 0.32) and gains in academic performance or growth from age 7 to 16 (i.e. slope; Est = 0.02; CI 95% 0.01 to 0.02; β = 0.44). The associations were substantially attenuated but remained significant after adding IQ (intercept: Est = 0.03; CI 95% 0.04 to 0.07; β = 0.14; slope: Est = 0.01; CI 95% 0.01 to 0.01; β = 0.28), which accounted for 40% of the variance in academic performance and growth, respectively. Although IQ was the strongest predictor of academic performance from age 7 through 16, SES was associated with an independent benefit of half a grade level on average by the end of compulsory education.

AB - Children from lower socioeconomic status (SES) families tend to perform worse in school than children from more privileged backgrounds. However, it is unclear to what extent differences in intelligence account for the academic achievement gap between high and low SES children. A large, UK representative sample of 5804 children was assessed on intelligence and academic performance at the ages 7, 9, 10, 12, 14 and 16 years. Latent growth curve analysis showed that SES was positively associated with academic performance at age 7 (i.e. intercept; Est = 0.07; CI 95% 0.06 to 0.07; β = 0.32) and gains in academic performance or growth from age 7 to 16 (i.e. slope; Est = 0.02; CI 95% 0.01 to 0.02; β = 0.44). The associations were substantially attenuated but remained significant after adding IQ (intercept: Est = 0.03; CI 95% 0.04 to 0.07; β = 0.14; slope: Est = 0.01; CI 95% 0.01 to 0.01; β = 0.28), which accounted for 40% of the variance in academic performance and growth, respectively. Although IQ was the strongest predictor of academic performance from age 7 through 16, SES was associated with an independent benefit of half a grade level on average by the end of compulsory education.

KW - Academic performance

KW - Development

KW - Growth

KW - Intelligence

KW - Socioeconomic status

UR - http://www.scopus.com/inward/record.url?scp=85006922680&partnerID=8YFLogxK

U2 - 10.1016/j.intell.2016.11.006

DO - 10.1016/j.intell.2016.11.006

M3 - Article

AN - SCOPUS:85006922680

VL - 60

SP - 57

EP - 62

JO - Intelligence

JF - Intelligence

SN - 0160-2896

ER -