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The Relationship between School Socioeconomic Composition and Academic Achievement in Turkiye

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  • Mahmut Özer

    (Ministry of National Education, Ankara, Turkiye)

  • Hayri Eren Suna

    (Ministry of National Education, Ankara, Turkiye)

Abstract

The socioeconomic distribution of students influences school contexts and learning processes. In this manner, a school’s socioeconomic composition has the remarkable potential to shape school climate. This study examines the relationship socioeconomic status (SES) at both the student and school levels has with academic achievement for the first time in Turkiye with regard to academic and vocational tracks. High-stake assessment data of more than 1.4 million students over the last 10 years have been analyzed using two-level hierarchical linear modelling (HLM). The results show parents’ education level to be a significant predictor for both academic and vocational tracks, while family income significantly predicts academic achievement just in regard to vocational track. The results highlight both students’ and peers’ SES to be significantly related to their academic achievement. Additionally, parents’ education level is a stronger predictor of achievement than family income level. The results also emphasize the importance the recent improvements and academic support programs from the Ministry of National Education (MoNE) have had in alleviating achievement gaps among schools.

Suggested Citation

  • Mahmut Özer & Hayri Eren Suna, 2022. "The Relationship between School Socioeconomic Composition and Academic Achievement in Turkiye," Journal of Economy Culture and Society, Istanbul University, Faculty of Economics, vol. 66(66), pages 17-27, December.
    • Handle: RePEc:ist:iujecs:v:66:y:2022:i:0:p:17-27
    DOI: 10.26650/JECS2022-1116979
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    References listed on IDEAS

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    1. Ian W. Li & A. Michael Dockery, 2015. "Does School Socio-economic Status Influence University Outcomes?," Australian Journal of Labour Economics (AJLE), Bankwest Curtin Economics Centre (BCEC), Curtin Business School, vol. 18(1), pages 75-94.
    2. Volker Meier & Gabriela Schütz, 2007. "The Economics of Tracking and Non-Tracking," ifo Working Paper Series 50, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
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    Cited by:

    1. H. Eren Suna & Mahmut Ozer, 2024. "Medium- and long-term outcomes of early childhood education: experiences from Turkish large-scale assessments," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-15, December.

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