美国学区中K-12学生成绩与家庭收入之间的关联的功能形式
Maria N Wodarz1, Natalia L Komarova2, Timmy Ma3
1University High School, Irvine, California, United States of America.
PloS one
|September 10, 2025
概括
在美国,学生的学业成绩与收入有关. 这项研究揭示了各州家庭收入和K-12学生熟练程度之间的不同数学关系,其中一些显示线性趋势,而另一些则显示和效应.
科学领域:
- 教育研究教育研究
- 社会经济研究是社会经济研究.
- 定量分析是一种量化分析.
背景情况:
- 众所周知,收入与美国K-12学生的学业成绩有相关性.
- 精确的数学关系及其州级变化并未得到充分理解.
研究的目的:
- 量化描述美国公立学校区中家庭收入中位数与K-12学生表现之间的关系.
- 探讨这种关系如何根据州,学科 (英语语言艺术,数学) 和年级水平 (三年级,八年级) 变化.
主要方法:
- 对K-12学生绩效评分 (满足年级水平预期的百分比) 与家庭收入中位数的分析.
- 检查了42个美国州的12,200多个公立学校区在2018-2019学年.
- 利用统计方法来确定描述收入-绩效关系的最合适的数学函数.
主要成果:
- 大约一半的州表现出对收入的熟练程度的线性增长;另一半表现出和功能.
- 与较富裕的州相比,较不富裕的州显示出相对于收入的表现增长较快.
- 在大多数地区,从三年级到八年级的数学成绩显著下降.
结论:
- 社会经济因素与教育成果有显著的相关性,在各州,科目和年级之间存在显著差异.
- 该研究提供了对教育公平的数学见解,突出了对量化,基于证据的方法的需求.
- 调查结果强调了美国收入,学业表现和教育差异之间的复杂相互作用.
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