ABSTRACT This study aims to identify which socio-economic status (SES) variables have the best predictive validity for academic achievement, based on the international data sets of the Programme for International Student Assessment (PISA) in 2012, 2009, 2006, and 2003. From among 10 SES measures, two composite variables - Index of economic, social and cultural status (ESCS) and Home possessions (HOMEPOS) - showed superior predictive power for student achievement. Their pan-cultural correlations with the PISA 2012 mathematics achievement were r = .40 and r = .36, respectively. Parental occupation status (r = .33) outperformed all other single measures of SES, including parental education (r = .29). Only two SES variables (i.e., family wealth and home possessions) showed non-linear relationships with academic achievement. We conclude with practical implications and recommendations for using SES measures as predictors of student achievement in educational research and point to the importance of a theoretical alignment between SES measures and particular issues to be addressed.

中文翻译：

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SES措施对学生成绩的预测有效性

摘要本研究旨在根据2012、2009、2006和2003年国际学生评估计划（PISA）的国际数据集，确定哪些社会经济状况（SES）变量对学业成绩具有最佳的预测效度。在10项SES措施中，两个综合变量-经济，社会和文化地位指数（ESCS）和家庭财产（HOMEPOS）-对学生的学习表现出超强的预测能力。他们与PISA 2012数学成绩的跨文化相关性分别为r = .40和r = .36。父母的职业状况（r = .33）胜过所有其他的SES单一指标，包括父母的教育程度（r = .29）。只有两个SES变量（即家庭财富和家庭财产）显示出与学业成绩的非线性关系。