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A Note on Student Academic Performance
Author(s) -
Borland Melvin V.,
Howsen Roy M.
Publication year - 1999
Publication title -
american journal of economics and sociology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.199
H-Index - 38
eISSN - 1536-7150
pISSN - 0002-9246
DOI - 10.1111/j.1536-7150.1999.tb03306.x
Subject(s) - competition (biology) , affect (linguistics) , academic achievement , rural area , student achievement , psychology , population , cognition , mathematics education , empirical evidence , political science , sociology , demography , ecology , philosophy , communication , epistemology , neuroscience , law , biology
This study compares the educational performance of both highly rural and highly urban area students to students from areas of moderate population density. The results suggest (1) that students from both highly rural and highly urban areas perform similarly, but less well, in terms of educational achievement than students from moderate areas, and (2) that empirical studies of student educational performance should include measures of both cognitive skills and educational market competition as explanatory variables. The policy implications of this research include our recommendation that policymakers consider students from highly urban areas to be subjects of concern similar to students from highly rural areas in attempts to affect expected student achievement. Implications also include our recommendation that policymakers recognize that competitive educational market systems that allow educational consumers greater choice in the acquisition of educational services are those systems within which student academic achievement is higher.