• The Mathematical Education
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• v.60 no.4
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• pp.451-466
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• 2021

The interaction between student and school levels should be considered to understand and examine equity in education. For this reason, we included the socioeconomic composition of schools to scrutinize the equity related to students' socioeconomic status and mathematical literacy in Korea. We applied the hierarchical linear modeling approach to the Programme for International Student Assessment (PISA) 2015 data for binational comparison between Korea (5,548 students from 168 schools) and the U.S. (5,217 students from 161 schools). The findings show that school-level achievement and the socioeconomic composition of schools cannot be ignored to understand Korean students' achievement gap between high and low socioeconomic status. In addition, U.S. students from low socioeconomic status were likely to have similar mathematics literacy scores. These findings indicated that inequity in Korean mathematics education could be intertwined with the characteristics of Korean students like high demands for supplementary private education and school characteristics like curriculum selection. This research also reminds mathematics educators that people should not simply mimic other education systems to resolve education issues in their own system.

• Journal of Nutrition and Health
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• v.15 no.1
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• pp.70-79
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• 1982

Using dietary, anthropometric, and biochemical methods of evaluation, a nutritional survey was made of 81 seven-and eight-year-old children from two schools with different socioeconomic backgrounds in Daejon city, during the October of 1980. All the children were tall and heavy in comparison with 1976 Korean standard. School A children with relatively high socioeconomic levels showed higher value in length and lower value in weight than school B children with relatively low socioeconomic levels. Mean hemoglobin values were 13.3 (school A) and 12.8 (school B) g/100 ml and hematocrits were 39.7 and 37.9%, respectively. Anemic children were not many in both schools ( A ; 0-25%, B ; 12.5-15.0% ). Urea nitrogen/creatinine ratios were 9.2 (A) and 7.8 (B). The intake of animal foods was higher in school A owing to the higher intake of milks. The intakes of all nutrients except energy and calcium were comparable to or higher than Korean recommend dietary allowances (KRDA). Riboflavin intake wae deficient in school B only. Low socioeconomic school B children had significantly lower intakes of fats, calcium, and riboflavin than school A children. Energy intakes were low as 75.9 (A) and 83.2 (B) % of KRDA but their composition of carbohydrates, fats, and proteins were satisfactory in both schools. More than one-third of protein intake was animalorigin in both schools (A ; 1.40/3, B ; 1.10/3) and calcium intake was very low as 59.0%(A) and 45.8%(B). Education levels of parents, esp. mothers, were positively correlated with Kaup indice (in school A & B) and some nutrients intakes (in school A). In school B, number of siblings and birth order showed negative correlations with some nutrient intakes.