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A Call for Consensus in the Use of Student Socioeconomic Status Measures in Cross-National Research using the Trends in International Mathematics and Science Study (TIMSS) by Amita Chudgar , Thomas F. Luschei & Loris Fagioli — June 16, 2014The objectives of this research note are to: (1) illustrate variability in approaches to capture student Socioeconomic Status (SES) in current cross-national educational literature using Trends in International Mathematics and Science Study (TIMSS); (2) demonstrate that the choices researchers make about SES measures have important consequences for their conclusions about relationships between student performance and school resources; and (3) invite a conversation among researchers using cross-national data (especially TIMSS) that will lead to greater consensus as to how to measure student SES in educational research.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Amita Chudgar
Michigan State University, College of Education
E-mail Author
AMITA CHUDGAR is an associate professor at Michigan State University’s College of Education. Her long-term interests as a scholar focus on ensuring that children and adults in resource-constrained environments have equal access to high-quality learning opportunities irrespective of their backgrounds. Her recent publications include;
Chudgar, Amita, T.F. Luschei, Y. Zhou. 2013 “Science and Mathematics Achievement and the importance of classroom composition: Multi-country analysis using TIMSS 2007” American Journal of Education, 119(2), 295-306.
Luschei, Thomas F., A. Chudgar, W. J. Rew. 2013. “Exploring differences in the distribution of teacher qualifications in Mexico and South Korea: Evidence from the Teaching and Learning International Survey” Teachers College Record, 115(5).
- Thomas Luschei
Claremont Graduate University
E-mail Author
THOMAS F. LUSCHEI is an associate professor in the School of Educational Studies at Claremont Graduate University. His research uses an international and comparative perspective to study the impact and availability of educational resources—particularly high-quality teachers—among economically disadvantaged children. His recent publications include:
Chudgar, Amita, T.F. Luschei, Y. Zhou. 2013 “Science and Mathematics Achievement and the importance of classroom composition: Multi-country analysis using TIMSS 2007” American Journal of Education, 119(2), 295-306.
Luschei, Thomas F., A. Chudgar, W. J. Rew. 2013. “Exploring differences in the distribution of teacher qualifications in Mexico and South Korea: Evidence from the Teaching and Learning International Survey” Teachers College Record, 115(5).
- Loris Fagioli
Claremont Graduate University
E-mail Author
LORIS P FAGIOLI is a postdoctoral scholar in the School of Educational Studies at Claremont Graduate University. His research interests center around questions of stratification of educational opportunities. He studies this stratification in college access and choice, student engagement through social media, international comparative topics of education, and value-added measures of school and teacher accountability. His most recent publication is:
Fagioli, L. P. 2014. “A Comparison between Value-added School Estimates and Currently Used Metrics of School accountability in California.” Educational Assessment, Evaluation and Accountability.
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