THE DIFFERENCES

It is very evident that student achievement varies enormously between students of the same age. Although many studies have been done on specific factors such as race or gender, few have provided a comprehensive picture. One such meta-analysis was done recently by Barton (2004) based upon data he analysed in die United States. In developing his research framework he used the following categories:

• Identifying life experiences and conditions mat research showed were associated with school achievement
• noting how race/ethnicity and income affected these factors.

Barton concluded that there are a number of factors that correlate with student achievement:
Before and beyond school:

• Birthweight – infants with low birthweights are at risk of impaired development.
• Lead poisoning – lead paint found in old homes affects the development of children living in these houses.
• Hunger and nutrition – hungry, malnourished children are harmed in their cognitive development.

Home learning conditions:

• Reading to young children at home by parents provides major gains in language acquisition and general success at school.
• Television watching – watching a lot of television is associated with lower achievement and can lead to attention problems.
• Parent-pupil ratio – parents’ availability as resources to their children is a significant factor.
• Student mobility – children who change school frequently score lower on school tests.

Home-school connection:

• Active parent participation between parents and die school is linked to fewer behaviour problems for these children.

School factors:

• Rigour of the curriculum – there is a strong connection between advanced courses taken by students and levels of achievement.
• Teacher experience – having experienced teachers with at least five yean of experience is linked to student achievement.
• Teacher preparation – students in high poverty schools are often taught by relief teachers who are poorly prepared.
• Class size – there is no unequivocal evidence of optimal class size, but it is clearly an important factor.
• Technology-assisted instruction – the use of computers and Internet research is linked to student achievement.
• School safety – a positive disciplinary climate is directly linked to higher achievement (Barton 2004; Hart & Risely 1995; Landsman 2004)

This is a formidable list, but it underlines the importance of non-school and school factors. In particular, Barton (2004) concluded that children from minority races and those whose parents are, on low incomes tend to be affected negatively by all these factors. ‘The conclusion is clear: achievement gaps by race/ethnicity and income mirror inequalities in those aspects of schooling, early life and home circumstances that research has linked to school achievement’ (Barton 2004, p. 9).