Low-SES students have a lower chance of correctly answering math items with money, food, or social-interaction content than expected given their average math performance¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students from the lowest SES background have an 18% lower chance (grade 4, Exp(B)=0.82) and 16% lower chance (grade 8, Exp(B)=0.84) of correctly answering items with low-SES ecologically relevant content than high-SES students, conditional on average math performance. → Marjolein Muskens 2024

Evidence¶

Marjolein Muskens 2024¶

Marjolein Muskens, Willem E. Frankenhuiss & Lex Borghans. (2024). Math items about real-world content lower test-scores of students from families with low socioeconomic status. npj Science of Learning. https://doi.org/10.1038/s41539-024-00228-8

q3 · i? · associational · r3

Mixed logistic regression analyses on TIMSS 2007/2011 student-level data from 58 countries (N = 5501,165; grades 4 and 8), controlling for math ability, item features, and country dummies. The article reports "a significant interaction between SES-background and low-SES ecologically relevant content"; the odds ratios Exp(B) = 0.82 (grade 4) and Exp(B) = 0.84 (grade 8) are printed in Table 1, with no standardized effect size.

"In contrast to preregistered predictions, analyses show both in grade 4 and grade 8 (Table1)as i gnificant interaction between SES-background and low-SES ecologically relevant content(i.e., money, food, and social interaction), indicating that students from the lowest SES-background have a 16% (grade 8, Exp (B) = 0.84) and 18% (grade 4, Exp (B) = 0.82) lower chance of correctly responding"

Discussion¶

Learner Variables¶

• Domain Context — moderator: an instructional effect differs with it

Related Claims¶

• Items with low-SES ecologically relevant content show Differential Item Functioning to the disadvantage of low-SES students more often than neutral items — possibly the same claim (merge candidate)
• The expected performance advantage of ecologically relevant content for low-SES students, predicted by the hidden talents approach, was not found; the opposite pattern emerged — a broader claim this one bears on
• At item level, money and social-interaction content are significantly related to lower odds of correct responding by low-SES students, but food content is not when compared with neutral word problems — a narrower finding that bears on this claim
• The disadvantage from ecologically relevant content is driven by money and social-interaction items in both grades, but food items show the effect only in grade 4 — a narrower finding that bears on this claim
• Contrary to the hidden-talents hypothesis, low-SES students scored 18% lower on mathematics items of real-world importance — possibly the same claim (merge candidate)