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  1. Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
  2. Path: sparky!uunet!paladin.american.edu!auvm!CARNEGIE.BITNET!DG4T+
  3. X-Envelope-to: PSYCGRAD@UOTTAWA.BITNET
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  5. References: <01GTTOPD2R2A9VUOPZ@BITNET.CC.CMU.EDU>
  6. Message-ID: <gfN0x6O00WBLE25llB@andrew.cmu.edu>
  7. Newsgroups: bit.listserv.psycgrad
  8. Date:         Mon, 25 Jan 1993 11:03:18 -0500
  9. Sender:       Psychology Graduate Students Discussion Group List
  10.               <PSYCGRAD@UOTTAWA.BITNET>
  11. From:         Deborah Gibbons <dg4t+%ANDREW.CMU.EDU@CARNEGIE.BITNET>
  12. Subject:      Re: SES Measure for Kids
  13. In-Reply-To:  <01GTTOPD2R2A9VUOPZ@BITNET.CC.CMU.EDU>
  14. Lines: 29
  15.  
  16. To assess family SES based on young kids' viewpoints, it seems that you
  17. would need to look at a cluster of kid-level items and behaviors:  How
  18. many bathrooms do you have?  How many brothers and sisters?  Do your
  19. parent(s) "dress up" to go to work?  Which magazines do you have at
  20. home?  How often do you get to order (Scholastic, Weekly Reader, etc.)
  21. books from school?  Do your parent(s) help you with homework regularly?
  22. Which subjects do they help most with?  Do your parent(s) buy all your
  23. clothes for you?
  24. You ought to be able to ask more direct questions at the high-school
  25. level; I am sure they have a good idea about their family's SES.
  26.  
  27. When you have it all together, I would like to see your questionnaire.
  28. I am interested in the relationship of school/classroom composition to
  29. individual performance.  Because the overall scores of American kids
  30. (SAT, CAT, etc.) haven't improved despite considerable attention,
  31. goal-setting, bussing, remixing of classrooms, implementation of various
  32. new programs, etc. within school systems, I am curious about outside
  33. cultural influences on school selection and performance.  SES is
  34. obviously an important factor which might interact with individual
  35. ability, even within the same classroom.  Some studies have suggested
  36. that mixing low achievers with high achievers in the same class improves
  37. the performance (across the board) of the initially low achievers, but
  38. at great cost to the initially high achievers.  I don't know what
  39. (culture, different standards, personal interaction?) is responsible for
  40. this.  There must be a way to isolate the benefits to the slower kids
  41. and maintain those without sacrificing our bright kids.  Any thoughts
  42. from the educational psychologists out there?
  43.  
  44. Debbie Gibbons
  45.