Resources, Learning, and Policy: The Relative Effects of Social and Financial Capital on Student Learning in Schools. Issue 4 (2nd October 2018)

• Record Type: Journal Article
• Authors: Salloum, Serena J.; Goddard, Roger D.; Berebitsky, Dan
• Is Part Of: Journal of education for students placed at risk. Volume 23:Issue 4(2018)
• Page Start: 281
• Page End: 303
• Publication Date: 2018-10-02
• Subjects: Children with social disabilities -- Education -- United States -- Periodicals; 371.82694
• DOI: 10.1080/10824669.2018.1496023
• Languages: English
• ISSNs: 1082-4669

Abstract

Abstract: In this paper, we note the contrasting positions occupied by social and financial capital in state and federal education policy and compare their relative impacts on student learning. To make such a comparison, we analyzed data from a representative sample of Michigan's elementary schools using multilevel structural equation modeling to examine the relationships among social capital, instructional expenditures, and student achievement. We found that the level of social capital characterizing schools was not a function of instructional expenditures. We also found that both social and financial capital had a positive and significant relationship with reading and mathematics student achievement. However, the effect of social capital was three and five times larger than that of financial capital on mathematics and reading, respectively. We discuss the implications of these findings for education policy and programs that might improve student learning by strengthening social relationships.