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In sociology, academic capital is the potential of an individual's education and other academic experience to be used to gain a place in society. Much like other forms of capital (social, economic, cultural), academic capital doesn't depend on one sole factor—the measured duration of schooling—but instead is made up of many different factors, including the individual's academic ...
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Several factors influence educational achievement, such as psychological factors related to the individual student, and sociological factors associated with the student's social environment. Additional factors encompass access to educational technology , teacher quality, and parental involvement.
Educational attainment rates change when it comes to comparing the same races against immigrants or foreign born students. No matter which race is examined, immigrants of that race outperform natives of the same race. For example, Black African and Caribbean immigrant groups to the U.S. report having higher levels of education than any other group.
The same was true for students belonging to the Chinese or the Jewish-Russian minority. [5] No other ethnic group in Germany was as successful as the Vietnamese, 50% of whom attended a Gymnasium, and the Koreans, 70% of whom held at least a high school diploma or higher. [6] [7] Educational attainment of Muslim students differed by ethnic group.
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
Students who both are special education students and of a minority face unequal chances for quality education to meet their personal needs. Special education referrals are, in most cases in the hands of the general education teacher, this is subjective and because of differences, disabilities can be overlooked or unrecognized.
Assignment to an ability group is made by (and can be changed at any time by) the individual teacher, and is usually not recorded in student records. For example, a teacher may divide a typical mixed-ability classroom into three ability groups for a mathematics lesson: those who need to review basic facts before proceeding, those who are ready ...
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