| This meta-analysis reviewed studies published between the years of 1990 and 2000 in order to determine the magnitude of the relation between socioeconomic status (SES) and school achievement. Over 50 studies with 307 correlational effect sizes are included in the review. The findings indicate that the average correlation was .29. The correlations across the studies varied significantly based on several methodological, individual, and contextual factors.; Parental education was the most commonly used SES component, followed by the eligibility for free or reduced lunch, parental income, and parental occupation. SES measures based on home resources produced the highest correlations (.47), followed by eligibility for free lunch (.373). When the unit of analysis was an individual student, the mean correlation was .256, whereas when the unit of analysis was aggregated based on school it was .512. Furthermore, studies based on the SES data gathered from students had lower correlations, .210, compared to the studies based on the parents data .360.; Students' minority status and grade moderated the relation between SES and school achievement. The mean ES from White student-only samples was .241, whereas, for the minority samples the mean was .157. Additionally, the increase in the number of minorities in the sample decreased the correlation between SES and school achievement, beta = -.36.; Finally, contextual factors as determined by the geographic location of the school, changed the magnitude of the relation between SES and school achievement. For the schools located in suburban areas, the ES was the largest, whereas, for the schools located in the urban areas, the ES was the smallest.; A replica analysis was conducted following White's (1982) meta-analysis in order to see whether the correlation between SES and school achievement since has changed. Using White's procedures, this analysis included 207 correlations, Overall, studies published before 1980 reported a mean correlation of .343, which is much higher than what was found in this meta-analysis (.297).; The results from both the meta-analysis and the replication study are discussed in the context of social and educational policy. Practical guidelines are provided for future research on SES and school achievement. |
