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1114
J
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h
ttp
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ere.
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The impa
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a
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a
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hig
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s i
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Der
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ik
a
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sitas
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Yo
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o
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nfo
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ticle
his
to
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y:
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Mar
9
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2
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3
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ts
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In
d
o
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i
n
g
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h
e
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ro
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se
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l
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n
d
o
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e
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a
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Li
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IF
LS
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p
a
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larly
i
n
v
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g
1
,
4
2
1
re
sp
o
n
d
e
n
ts
(
o
f
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e
a
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rm
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n
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t
h
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h
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y
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rs),
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e
st
u
d
y
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n
m
u
lt
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p
le
re
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ss
io
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a
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ts
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n
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late
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c
to
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th
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ir
a
c
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d
e
m
ic
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h
iev
e
m
e
n
ts
d
u
rin
g
th
e
ir
sc
h
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l
y
e
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rs.
As
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lt
s,
it
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e
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led
th
a
t
th
e
so
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e
m
o
g
ra
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ic
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c
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e
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ts
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d
sc
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o
ls
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d
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sig
n
ifi
c
a
n
t
ly
a
c
a
d
e
m
ic
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c
h
iev
e
m
e
n
t
o
f
stu
d
e
n
ts
in
I
n
d
o
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e
sia
.
T
h
e
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su
lt
s
p
ro
v
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e
d
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e
d
b
a
c
k
to
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n
t
s
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n
d
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n
ts,
sc
h
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ls
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a
ti
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li
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k
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rs i
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imp
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n
t
a
c
a
d
e
m
ic ac
h
iev
e
m
e
n
t
.
K
ey
w
o
r
d
s
:
Aca
d
em
ic
a
ch
iev
em
en
t
Hig
h
s
ch
o
o
l
So
cio
d
em
o
g
r
ap
h
ic
Stu
d
en
t
T
h
is i
s
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n
o
p
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n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
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li
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se
.
C
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r
r
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s
p
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A
uth
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r
:
Am
ik
a
W
ar
d
an
a
,
Dep
ar
tm
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t o
f
So
cio
lo
g
y
E
d
u
ca
tio
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Facu
lty
o
f
So
cial
Scien
ce
,
Un
iv
er
s
itas
Neg
er
i
Yo
g
y
ak
ar
t
a
,
1
s
t Co
lo
m
b
o
Stre
et
,
Kar
an
g
m
alan
g
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Yo
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ar
ta,
I
n
d
o
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esia
.
em
ail: a
.
war
d
an
a@
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y
.
ac
.
i
d
1.
I
NT
RO
D
UCT
I
O
N
Aca
d
em
ic
ac
h
iev
e
m
en
t
is
t
h
e
f
o
c
u
s
o
f
an
im
p
o
r
tan
t
s
tu
d
y
wh
ich
is
a
m
ea
s
u
r
e
o
f
th
e
q
u
ality
o
f
ed
u
ca
tio
n
in
all
co
u
n
tr
ies.
Aca
d
em
ic
ac
h
iev
em
en
t
o
f
s
tu
d
en
ts
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
I
n
d
o
n
esia
h
as
b
ee
n
h
ig
h
lig
h
ted
q
u
ite
s
h
ar
p
ly
in
r
ec
en
t
y
ea
r
s
.
E
d
u
ca
tio
n
in
I
n
d
o
n
esia
s
h
o
ws
th
at
q
u
ality
is
n
o
t
g
u
ar
a
n
teed
an
d
eq
u
ity
is
n
o
t
m
ax
im
ized
f
o
r
al
l
h
ig
h
s
ch
o
o
ls
in
I
n
d
o
n
esia
[
1
]
.
A
r
ep
o
r
t
f
r
o
m
th
e
W
o
r
ld
B
an
k
r
ev
ea
ls
th
at
th
e
o
v
er
all
q
u
ality
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
I
n
d
o
n
esia
is
q
u
ite
lo
w
[
2
]
.
h
is
is
s
u
p
p
o
r
ted
b
y
th
e
Pro
g
r
a
m
f
o
r
I
n
ter
n
atio
n
al
Stu
d
en
t
Ass
ess
m
en
t
(
PISA)
r
e
p
o
r
t
i
n
2
0
1
2
r
ev
e
alin
g
th
at
th
e
ac
ad
em
ic
ac
h
ie
v
em
en
t
o
f
s
tu
d
e
n
ts
in
I
n
d
o
n
esia
is
s
till
v
er
y
lo
w
in
m
ath
em
atics,
lan
g
u
ag
e
a
n
d
s
cien
ce
.
I
n
d
o
n
esia
is
r
an
k
ed
6
4
th
o
u
t
o
f
6
5
co
u
n
tr
ies th
at
ar
e
m
e
m
b
er
s
o
f
th
e
OE
C
D
[
3
]
.
Ho
wev
er
,
a
m
ajo
r
p
r
o
b
lem
is
r
esear
ch
th
at
s
ee
k
s
t
o
in
v
esti
g
ate
v
ar
io
u
s
f
ac
to
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s
th
at
ca
u
s
e
s
tu
d
en
t
ac
h
iev
em
en
t
in
I
n
d
o
n
esia
th
at
h
as
n
o
t
b
ee
n
en
co
u
r
ag
i
n
g
i
s
s
ti
ll
v
er
y
m
in
im
al.
Sev
er
al
s
tu
d
ies
ex
am
in
in
g
s
tu
d
en
t
ac
h
iev
e
m
en
t
in
I
n
d
o
n
esia
wer
e
ca
r
r
ied
o
u
t
in
th
e
c
o
n
tex
t
o
f
t
h
e
g
en
er
al
ed
u
ca
ti
o
n
s
y
s
tem
[
4
]
.
On
e
s
tu
d
y
tr
ied
to
in
v
esti
g
ate
th
e
n
o
n
-
ac
ad
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ic
f
ac
to
r
s
th
at
a
f
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th
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p
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f
o
r
m
a
n
ce
o
f
h
ig
h
s
ch
o
o
l
9
th
-
g
r
ad
e
s
tu
d
en
ts
.
T
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
in
d
icate
th
at
f
am
ily
ca
p
it
al,
p
ar
en
tal
ed
u
ca
tio
n
,
a
n
d
p
ar
en
tal
ex
p
ec
tatio
n
s
,
n
u
m
b
er
o
f
s
ch
o
o
l
teac
h
e
r
s
,
c
o
n
d
itio
n
o
f
s
ch
o
o
l
f
ac
ilit
ies,
n
u
m
b
er
o
f
less
o
n
s
p
e
r
wee
k
f
o
r
a
s
u
b
ject,
teac
h
er
q
u
alif
icatio
n
s
,
teac
h
er
less
o
n
p
lan
s
an
d
ass
ess
m
en
t
p
lan
s
,
an
d
teac
h
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a
n
d
h
ea
d
f
ee
d
b
ac
k
s
ch
o
o
l
ab
o
u
t
in
s
tr
u
ctio
n
[
5
]
.
Oth
e
r
s
tu
d
ies
h
av
e
s
o
u
g
h
t
to
e
x
am
in
e
t
h
e
ch
o
ice
o
f
s
ch
o
o
l
ty
p
es
f
o
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
af
f
ec
tin
g
s
tu
d
en
t
ac
h
iev
em
e
n
t.
I
n
ad
d
itio
n
,
t
h
ese
f
in
d
in
g
s
s
tate
th
at
s
tu
d
en
ts
wh
o
atten
d
p
u
b
lic
h
ig
h
s
ch
o
o
l
g
et
b
etter
test
s
co
r
es th
an
th
o
s
e
wh
o
atten
d
p
r
iv
ate
s
ch
o
o
ls
[
6
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
ct
o
f so
cio
d
emo
g
r
a
p
h
ic
fa
cto
r
s
o
n
a
c
a
d
emic
a
ch
ie
ve
men
ts
a
mo
n
g
h
i
g
h
s
ch
o
o
l
…
(
Deri I
n
d
r
a
h
a
d
i
)
1115
Oth
er
s
tu
d
ies
ex
am
in
in
g
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
q
u
ality
in
r
elatio
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t
o
s
tu
d
en
t
ac
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iev
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en
t
in
I
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d
o
n
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r
ev
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led
th
at
te
ac
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q
u
al
ity
,
i
n
ter
m
s
o
f
tea
ch
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alu
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s
co
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es,
was
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lem
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tical
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ig
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t
at
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ig
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ch
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[
7
]
.
So
m
e
o
f
th
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s
tu
d
ies
h
av
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p
r
o
v
id
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v
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th
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to
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at
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f
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t
s
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ts
.
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ies
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o
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th
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f
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to
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ch
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tach
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s
,
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u
r
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m
,
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d
lear
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g
o
n
th
e
ac
ad
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ic
ac
h
iev
em
en
t.
B
s
ed
o
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th
at,
th
is
s
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y
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ed
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o
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am
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e
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s
o
u
ts
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e
s
ch
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o
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r
r
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lu
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a
n
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g
th
at
af
f
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t
s
tu
d
en
t
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ad
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ie
v
em
en
t
in
I
n
d
o
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T
h
e
ac
a
d
em
ic
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h
iev
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en
t
r
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er
th
e
ef
f
o
r
ts
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r
e
o
f
th
e
ex
ten
t to
wh
ich
s
tu
d
en
ts
,
teac
h
er
s
,
o
r
in
s
tit
u
tio
n
s
h
av
e
a
ch
iev
ed
ed
u
ca
tio
n
al
g
o
als.
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o
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g
h
t
h
er
e
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n
o
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al
ag
r
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en
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n
t,
th
is
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o
n
e
m
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r
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f
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am
s
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atio
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al
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am
s
.
I
n
th
is
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in
e
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ch
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n
t
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p
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ticip
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h
ig
h
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ca
tio
n
)
as
well
as
ac
ad
em
ic
s
k
ills
an
d
k
n
o
wled
g
e
[
8
]
.
T
h
e
ac
ad
em
ic
ac
h
iev
em
e
n
t
is
an
im
p
o
r
tan
t
s
tu
d
y
to
p
ic
in
s
ev
er
al
co
u
n
tr
ies
in
th
e
wo
r
ld
,
b
o
th
d
e
v
elo
p
e
d
an
d
d
ev
elo
p
in
g
c
o
u
n
tr
ies
a
n
d
u
n
d
er
d
ev
elo
p
e
d
co
u
n
tr
ies.
All
th
is
is
r
elate
d
to
th
e
f
ac
t
th
at
ac
ad
e
m
ic
ac
h
i
ev
em
en
t
is
an
im
p
o
r
tan
t
to
o
l
th
at
ca
n
b
e
u
s
ed
to
ev
alu
ate
th
e
q
u
ality
o
f
e
d
u
ca
ti
o
n
an
d
h
o
w
th
e
q
u
ality
o
f
ed
u
ca
tio
n
is
g
u
ar
an
teed
[
9
]
.
R
esear
ch
in
th
e
last
f
ew
d
ec
ad
es
s
h
o
ws
th
at
ac
ad
em
ic
ac
h
iev
em
en
t
is
o
n
e
o
f
th
e
m
o
s
t
wid
ely
s
tu
d
ied
asp
ec
ts
in
th
e
f
ield
o
f
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
th
e
ca
u
s
al
r
elatio
n
s
h
ip
s
o
f
s
ev
er
al
in
d
i
ca
to
r
s
o
n
ac
ad
e
m
ic
ac
h
iev
em
e
n
t
[
1
0
]
.
Mo
r
eo
v
er
,
ac
ad
em
ic
ac
h
iev
e
m
en
t
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
p
r
o
d
u
cin
g
h
ig
h
-
q
u
ality
,
b
est
g
r
ad
u
ates
wh
o
will
b
ec
o
m
e
lead
er
s
an
d
g
r
ea
t
h
u
m
a
n
r
eso
u
r
ce
s
f
o
r
th
e
co
u
n
tr
y
s
o
th
at
th
e
y
ar
e
r
esp
o
n
s
ib
le
f
o
r
th
e
ec
o
n
o
m
ic
an
d
s
o
cial
d
ev
elo
p
m
en
t
o
f
th
e
co
u
n
tr
y
[
5
]
.
Hig
h
ac
ad
em
ic
ac
h
iev
em
en
t
in
d
icate
s
d
if
f
er
en
t
ab
ilit
ies
b
etwe
en
s
tu
d
en
ts
[
1
1
]
.
Aca
d
e
m
ic
ac
h
iev
em
en
t
is
an
in
d
icato
r
o
f
a
s
tu
d
en
t'
s
ac
ad
em
ic
s
u
cc
ess
an
d
a
p
ar
t
o
f
d
eter
m
in
in
g
s
tu
d
en
t
g
r
ad
u
atio
n
at
s
ch
o
o
l
[
1
2
]
.
I
t
c
o
u
ld
b
e
s
aid
th
at
th
e
s
tu
d
y
o
n
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t h
as b
ec
o
m
e
a
n
asp
ec
t o
f
im
p
r
o
v
i
n
g
s
tu
d
en
t a
ca
d
em
ic
q
u
alities
in
g
en
e
r
al
s
en
s
es.
C
u
r
r
en
tly
,
a
n
u
m
b
er
o
f
in
t
er
n
atio
ally
r
ec
o
g
n
is
ed
in
s
t
itu
tio
n
s
h
av
e
m
ea
s
u
r
e
d
y
ea
r
l
y
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t
in
v
a
r
io
u
s
co
u
n
tr
ies.
Fo
r
ex
am
p
le,
th
e
PISA
wh
ich
is
m
an
ag
ed
b
y
th
e
Or
g
an
izatio
n
f
o
r
E
co
n
o
m
ic
C
o
o
p
er
atio
n
a
n
d
Dev
elo
p
m
e
n
t
(
OE
C
D)
h
as
ex
am
in
ed
an
d
p
r
o
v
id
ed
in
f
o
r
m
atio
n
ab
o
u
t
a
co
u
n
tr
y
'
s
ac
ad
em
ic
a
c
h
iev
em
en
t
[
1
3
]
.
I
n
a
d
d
itio
n
to
m
ea
s
u
r
in
g
s
tu
d
e
n
t
ac
ad
em
ic
r
esto
r
atio
n
,
PISA
also
ex
am
in
es th
e
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
it.
L
ea
r
n
in
g
,
cu
r
r
icu
lu
m
,
s
ch
o
o
l,
an
d
e
d
u
ca
tio
n
s
y
s
tem
ar
e
co
n
s
id
er
ed
f
o
u
r
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
e
m
en
t.
L
ea
r
n
er
f
ac
to
r
s
in
clu
d
e
th
e
g
en
d
er
o
f
s
tu
d
e
n
ts
,
th
e
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
o
f
th
ei
r
f
am
ily
,
m
o
tiv
atio
n
(
in
ter
es
t
in
lear
n
in
g
,
lev
el
o
f
p
ar
ti
cip
atio
n
,
a
n
d
s
elf
-
co
n
f
id
en
ce
)
,
ex
p
ec
tatio
n
s
f
o
r
ed
u
ca
tio
n
.
C
u
r
r
icu
l
u
m
f
ac
to
r
s
in
clu
d
e
teac
h
in
g
s
tr
ateg
ies,
th
e
class
atm
o
s
p
h
er
e
f
elt
b
y
s
tu
d
en
ts
,
class
s
ize,
tea
ch
er
s
u
p
p
o
r
t
f
o
r
s
tu
d
en
t
lear
n
i
n
g
an
d
life
,
u
s
e
o
f
tex
tb
o
o
k
s
,
an
d
s
o
o
n
.
Facto
r
s
at
th
e
s
ch
o
o
l
lev
el
in
clu
d
e
th
e
ty
p
e
o
f
s
ch
o
o
l
m
an
ag
e
m
en
t
(
p
u
b
lic
o
r
p
r
i
v
ate)
,
s
tr
u
ctu
r
e,
q
u
ality
o
f
teac
h
in
g
s
taf
f
,
n
u
m
b
e
r
o
f
co
m
p
u
ter
s
,
cu
ltu
r
e
(
b
eh
av
io
r
an
d
eth
ic
s
o
f
s
tu
d
en
ts
an
d
teac
h
i
n
g
s
taf
f
)
,
an
d
s
ch
o
o
l
m
an
ag
em
en
t,
class
p
r
ac
tices
(
class
r
o
o
m
teac
h
in
g
ac
tiv
ities
,
s
tu
d
en
t
ev
alu
atio
n
s
,
h
o
u
r
s
o
f
s
tu
d
y
,
class
r
o
o
m
m
o
n
ito
r
in
g
b
y
th
e
teac
h
er
)
an
d
s
o
o
n
[
1
4
]
.
Nev
er
th
eless
,
o
th
er
s
tu
d
ies
h
a
d
also
m
ea
s
u
r
e
d
th
e
f
ac
to
r
s
th
at
af
f
ec
t
ac
ad
e
m
ic
ac
h
iev
e
m
e
n
t
s
u
ch
as
s
tu
d
en
t
f
ac
to
r
s
in
clu
d
in
g
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
s
u
ch
as
g
en
d
er
a
n
d
ag
e
o
f
r
ac
e,
et
h
n
ic
ity
,
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
[
1
5
]
.
Facto
r
s
r
elate
d
to
lear
n
in
g
,
teac
h
er
f
ac
to
r
s
in
clu
d
in
g
d
em
o
g
r
a
p
h
ic
i
n
f
o
r
m
a
tio
n
,
teac
h
e
r
ex
p
er
ien
ce
,
s
tu
d
en
t
ac
ad
em
ic
ex
p
ec
tatio
n
s
,
teac
h
er
s
u
p
p
o
r
t
[
1
6
]
.
Sch
o
o
l
f
ac
t
o
r
s
wh
ich
in
clu
d
e
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
s
u
ch
as
s
ch
o
o
l
t
y
p
e,
lo
ca
tio
n
,
a
n
d
s
ch
o
o
l
f
ac
ilit
ies.
T
h
en
th
e
last
f
ac
to
r
o
u
ts
id
e
th
e
s
ch
o
o
l,
in
clu
d
in
g
th
e
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
at
h
o
m
e,
th
e
u
s
e
o
f
tim
e
o
f
f
.
Mo
s
t
r
ec
en
t
em
p
ir
ical
s
tu
d
ies
u
s
e
in
d
icato
r
s
co
m
m
o
n
ly
u
s
ed
i
n
p
r
e
v
io
u
s
s
tu
d
ies.
Stu
d
e
n
t
ac
ad
em
ic
ac
h
iev
e
m
en
t
is
m
ea
s
u
r
ed
b
y
s
ev
er
al
in
d
icato
r
s
s
u
ch
as
s
o
cio
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
,
s
tu
d
en
t
f
ac
to
r
s
,
teac
h
er
f
ac
to
r
s
,
an
d
s
ch
o
o
l
f
ac
to
r
s
.
W
h
ile
o
th
er
s
tu
d
ies g
r
o
u
p
e
d
in
to
p
er
s
o
n
al
v
ar
iab
les,
r
elate
d
to
f
am
ily
,
r
el
ated
to
s
ch
o
o
l,
a
n
d
s
o
cial
[
1
7
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Da
t
a
s
et
T
h
e
d
ata
wer
e
tak
en
f
r
o
m
th
e
I
n
d
o
n
esian
Fam
ily
L
if
eh
o
o
d
Su
r
v
ey
(
I
FLS
)
5
r
elea
s
ed
2
0
1
5
in
late
2
0
1
4
an
d
ea
r
ly
2
0
1
5
b
y
R
an
d
an
d
Su
r
v
ey
Me
ter
s
.
th
e
I
FLS
is
a
lo
n
g
itu
d
in
al
d
ata
b
ased
o
n
s
u
r
v
ey
s
in
v
o
lv
in
g
r
esp
o
n
d
en
ts
r
e
p
r
esen
tin
g
8
0
%
r
eg
io
n
s
o
f
th
e
en
tire
I
n
d
o
n
esian
p
o
p
u
latio
n
wh
o
liv
ed
in
1
3
o
f
th
e
2
6
p
r
o
v
in
ce
s
s
tar
ted
in
1
9
9
3
b
ased
o
n
a
h
o
u
s
eh
o
ld
s
am
p
le.
T
h
e
I
FLS
4
h
ad
s
u
r
v
ey
ed
a
b
o
u
t
3
0
.
0
0
0
r
esp
o
n
d
e
n
ts
o
n
v
ar
io
u
s
s
o
cio
-
ec
o
n
o
m
ic
an
d
s
o
cio
d
em
o
g
r
ap
h
ic
v
ar
iab
les
at
th
e
i
n
d
iv
id
u
al,
f
am
ily
,
h
o
u
s
eh
o
ld
an
d
c
o
m
m
u
n
ity
lev
el
in
wh
ich
th
ey
liv
e,
a
n
d
in
cl
u
d
es
ed
u
ca
tio
n
a
n
d
em
p
l
o
y
m
e
n
t
[
1
8
,
1
9
]
.
T
h
e
I
FLS d
ata
is
co
n
s
id
er
ed
s
till
r
elev
an
to
d
ate
an
d
th
er
e
h
av
e
b
ee
n
m
a
n
y
s
tu
d
ies
co
n
d
u
cted
u
s
i
n
g
I
FLS
d
ata
[
2
0
–
23]
.
Stu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t
d
ata
o
b
tain
ed
f
r
o
m
th
e
I
FLS
is
s
till
r
ele
v
an
t
co
m
p
ar
ed
t
o
s
tu
d
en
t
ac
ad
e
m
ic
ac
h
iev
e
m
en
t
d
ata
f
r
o
m
T
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
C
u
l
tu
r
e
[
2
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
1
1
1
4
-
1
1
2
0
1116
2
.
2
.
M
ea
s
urem
ent
T
h
e
p
r
im
ar
y
d
ata
o
n
m
ea
s
u
r
in
g
th
e
ac
ad
em
ic
ac
h
iev
em
e
n
t
tak
en
f
r
o
m
th
e
r
esu
lt
o
f
Gr
ad
e
1
2
n
atio
n
al
ex
am
s
co
r
es
as
p
r
o
v
i
d
ed
in
th
e
I
FLS
d
ata.
I
n
th
is
s
tu
d
y
,
it
to
o
k
s
co
r
es
f
r
o
m
r
ea
d
in
g
an
d
m
ath
em
atics
s
u
b
jects.
T
h
e
av
er
ag
e
r
ea
d
in
g
s
co
r
es
is
6
.
9
9
an
d
th
e
av
er
ag
e
m
ath
s
co
r
es
is
6
.
9
2
.
W
e
u
s
e
d
u
m
m
y
v
ar
ia
b
les
to
m
ea
s
u
r
e
o
v
er
all
s
o
cio
d
em
o
g
r
ap
h
ic
v
ar
iab
les.
Fo
r
g
en
d
e
r
,
m
ale
ar
e
co
d
ed
=
1
an
d
f
em
ale
ar
e
co
d
ed
=
0
.
E
th
n
ic
J
av
an
ese
ar
e
co
d
ed
=
1
an
d
n
o
n
J
av
an
ese
is
co
d
ed
=
0
.
Ho
u
s
in
g
in
th
e
city
is
co
d
ed
=
1
an
d
v
illag
e
is
co
d
ed
=
0
.
W
e
also
u
s
e
d
u
m
m
y
v
ar
iab
les
to
m
ea
s
u
r
e
s
tu
d
en
t
f
ac
to
r
v
a
r
iab
les.
Fo
r
th
e
ex
p
er
ien
ce
o
f
atten
d
an
ce
at
ch
ild
r
en
'
s
p
ar
k
s
ar
e
co
d
ed
=
1
an
d
th
o
s
e
wh
o
d
o
n
o
t
atten
d
c
h
ild
r
en
'
s
p
ar
k
s
ar
e
co
d
ed
=
0
.
I
n
ter
n
et
u
s
e
is
co
d
ed
=
1
an
d
n
o
t
u
s
in
g
t
h
e
in
te
r
n
et
is
co
d
ed
=
0
.
E
x
tr
ac
u
r
r
icu
lar
ac
tiv
ities
ar
e
co
d
e
d
with
=
1
an
d
n
o
t
f
o
llo
win
g
ex
tr
ac
u
r
r
ic
u
lar
ac
tiv
ities
ar
e
co
d
ed
with
=
0
.
T
h
e
th
r
ee
s
ch
o
o
l
f
ac
to
r
v
ar
iab
les
in
clu
d
in
g
ty
p
e
o
f
s
ch
o
o
l a
n
d
th
e
u
s
e
o
f
t
ex
tb
o
o
k
s
wer
e
m
ea
s
u
r
ed
u
s
in
g
d
u
m
m
y
v
a
r
iab
les.
Pu
b
li
c
s
ch
o
o
ls
ar
e
co
d
ed
with
=
1
an
d
p
r
iv
ate
s
ch
o
o
ls
ar
e
co
d
ed
with
=
0
.
R
elig
io
u
s
af
f
iliatio
n
s
ch
o
o
ls
ar
e
co
d
ed
with
=
1
an
d
n
o
n
r
elig
io
u
s
af
f
iliatio
n
s
ch
o
o
ls
a
r
e
co
d
ed
with
=
0
.
I
n
a
d
d
itio
n
,
s
o
m
e
s
ch
o
o
l
v
ar
iab
les
in
clu
d
in
g
class
s
ize,
s
ch
o
o
l
d
is
tan
ce
,
an
d
h
o
u
r
s
o
f
s
tu
d
y
p
er
d
ay
a
r
e
m
ea
s
u
r
ed
o
n
a
r
atio
s
ca
le.
C
las
s
s
ize
is
m
ea
s
u
r
ed
b
y
h
o
w
m
a
n
y
s
tu
d
en
ts
th
er
e
ar
e
in
th
e
class
.
Sch
o
o
l
d
is
tan
ce
is
m
ea
s
u
r
ed
b
y
th
e
tim
e
tak
en
(
m
in
u
tes)
f
r
o
m
h
o
m
e
to
s
ch
o
o
l.
Ho
u
r
s
o
f
s
tu
d
y
p
er
d
ay
a
r
e
m
e
asu
r
ed
b
y
t
h
e
len
g
t
h
o
f
s
tu
d
y
i
n
class
in
a
d
ay
.
2
.
3
.
Sta
t
is
t
ica
l a
na
ly
s
is
T
h
e
u
s
e
o
f
q
u
an
tativ
e
s
tu
d
ies
is
a
wel
l
-
estab
lis
h
ed
ap
p
r
o
ac
h
in
th
is
to
ex
am
in
ed
th
e
ef
f
ec
t
o
f
r
elate
d
v
ar
iab
les
o
n
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
co
llected
d
ata
wer
e
an
aly
ze
d
b
y
c
o
n
d
u
ctin
g
s
tatis
tical
an
aly
s
i
s
in
two
s
te
p
s
,
1
)
d
escr
ip
tiv
e
an
d
co
r
r
elatio
n
;
2
)
an
d
r
e
g
r
ess
io
n
an
aly
s
is
.
Descr
ip
tiv
e
s
tatis
tics
ar
e
u
s
ed
t
o
s
ee
th
e
d
is
tr
ib
u
tio
n
o
f
d
ata
w
h
ile
co
r
r
elatio
n
an
aly
s
is
is
in
ten
d
ed
to
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
et
wee
n
v
ar
ia
b
les,
th
e
s
ig
n
if
ican
t
ef
f
ec
ts
o
f
v
ar
io
u
s
f
ac
to
r
s
in
clu
d
in
g
s
o
cio
d
e
m
o
g
r
ap
h
ic,
s
tu
d
en
t,
an
d
s
ch
o
o
l
o
n
ac
ad
em
ic
ac
h
iev
em
en
t
ar
e
ex
p
lo
r
ed
b
y
m
u
ltip
le
lin
ea
r
r
e
g
r
ess
io
n
u
s
in
g
R
s
tatis
tical
So
f
twar
e
[
2
5
]
.
C
o
r
r
elatio
n
an
aly
s
is
to
d
eter
m
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
two
v
ar
iab
les.
T
h
e
s
tr
en
g
th
o
f
t
h
e
r
elatio
n
s
h
i
p
b
etwe
en
two
two
v
ar
iab
les
is
s
ee
n
f
r
o
m
t
h
e
co
r
r
elatio
n
co
ef
f
icien
t.
W
e
p
er
f
o
r
m
m
u
ltip
le
r
eg
r
ess
io
n
with
two
o
r
m
o
r
e
in
d
ep
en
d
en
t v
ar
iab
les.
Mu
ltip
l
e
r
eg
r
ess
io
n
is
ca
r
r
ied
o
u
t w
ith
th
e
aim
to
m
ea
s
u
r
e
th
e
f
ac
t
o
r
s
th
at
co
n
tr
ib
u
te
to
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t.
Mu
ltip
le
lin
ea
r
r
eg
r
ess
io
n
i
s
ca
r
r
ied
o
u
t
in
f
o
u
r
s
tep
s
to
s
h
o
w
th
e
r
elativ
e
ef
f
ec
t o
f
ea
c
h
v
ar
ia
b
le
o
n
s
ch
o
o
l a
ch
iev
em
en
t
[
4
]
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
B
ased
o
n
th
e
r
esu
lt
o
n
th
e
T
ab
le
1
,
th
e
d
escr
ip
tiv
e
s
tatis
tical
in
clu
d
in
g
th
e
m
ea
n
a
n
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
all
v
ar
ia
b
les
m
e
asu
r
e
d
in
th
is
s
tu
d
y
.
T
h
e
to
t
al
s
am
p
le
o
f
1
,
4
2
1
s
tu
d
en
ts
i
n
clu
d
in
g
m
ale
a
n
d
f
em
ale
r
ep
r
esen
tin
g
all
s
ch
o
o
ls
in
I
n
d
o
n
esia.
T
h
e
tab
le
also
s
h
o
w
s
th
e
r
esu
lt
s
o
f
s
ta
tis
tical
co
r
r
elatio
n
s
b
etwe
en
s
o
cio
d
em
o
g
r
ap
h
ic
v
a
r
iab
les,
s
tu
d
en
t,
an
d
s
ch
o
o
l
with
r
ea
d
in
g
a
n
d
m
ath
e
m
atics
s
co
r
es.
All
v
ar
iab
les
co
r
r
elate
s
ig
n
if
ican
tly
with
ac
ad
em
ic
ac
h
iev
em
en
t
s
o
th
at
th
ey
m
ee
t
th
e
co
n
d
itio
n
s
f
o
r
th
e
r
eg
r
ess
io
n
test
.
T
h
er
e
is
a
n
eg
ativ
e
c
o
r
r
elati
o
n
o
b
s
er
v
ed
in
s
tu
d
en
ts
'
r
ea
d
in
g
an
d
m
etem
atics
s
co
r
es,
r
elig
io
u
s
af
f
iliatio
n
s
ch
o
o
ls
,
cla
s
s
s
ize,
an
d
s
ch
o
o
l
d
is
tan
ce
(
m
in
u
tes),
wh
ile
o
th
er
v
a
r
iab
les
ar
e
p
o
s
itiv
ely
co
r
r
elate
d
.
Ur
b
an
s
tatu
s
is
th
e
s
o
cio
d
em
o
g
r
a
p
h
i
c
v
ar
iab
le
t
h
at
is
m
o
s
t
s
tr
o
n
g
ly
co
r
r
elate
d
to
s
tu
d
e
n
t
ac
ad
em
ic
ac
h
iev
em
en
t,
wh
ile
ex
p
er
ie
n
ce
atten
d
in
g
ch
i
ld
r
en
'
s
p
ar
k
s
is
m
o
s
t
s
tr
o
n
g
l
y
co
r
r
elate
d
to
s
tu
d
e
n
t
ac
a
d
em
ic
ac
h
iev
em
e
n
t
f
r
o
m
s
tu
d
en
t
v
ar
iab
les.
T
h
en
,
clas
s
s
ize
also
s
h
o
ws
a
s
tr
o
n
g
c
o
r
r
elatio
n
o
f
s
ch
o
o
l
v
ar
ia
b
les
p
r
ed
ictin
g
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t
in
b
o
t
h
r
ea
d
in
g
an
d
m
at
h
em
atics
s
c
o
r
e.
T
h
e
r
esu
lts
o
f
th
e
r
eg
r
ess
io
n
an
aly
s
is
o
f
th
e
f
ac
to
r
s
th
at
co
n
t
r
ib
u
ted
to
r
ea
d
in
g
an
d
m
ath
e
m
atics
s
co
r
es
ar
e
p
r
esen
ted
o
n
t
h
e
T
ab
le
2
.
T
h
er
e
ar
e
s
ev
er
al
p
o
s
s
ib
le
ex
p
lan
atio
n
s
f
o
r
th
is
r
esu
lt.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
g
r
ea
test
p
o
s
itiv
e
an
d
s
ig
n
i
f
ican
t
in
f
lu
en
ce
o
n
r
ea
d
in
g
an
d
m
ath
em
atics
s
co
r
es
at
th
e
s
o
cio
d
em
o
g
r
ap
h
ic
le
v
el
wer
e
J
av
an
ese
(
β
=
0
.
2
4
,
p
<0
.
0
0
1
)
an
d
(
β
=
0
.
2
4
,
p
<
0
.
0
0
1
)
.
An
o
th
e
r
s
ig
n
if
ican
t
ef
f
ec
t
o
n
th
e
s
o
cio
d
em
o
g
r
ap
h
ic
lev
el
was
g
e
n
d
er
,
f
e
m
ale
s
tu
d
en
ts
wer
e
m
o
r
e
lik
ely
t
h
an
m
ale
s
tu
d
en
t
s
to
ac
h
iev
e
ac
ad
e
m
ic
ac
h
iev
e
m
en
t
(
β
=
0
.
2
0
,
p
<0
.
0
0
1
)
f
o
r
r
ea
d
in
g
s
co
r
es
an
d
(
β
=
0
.
2
1
,
p
<0
.
0
0
1
)
f
o
r
m
ath
em
atics
s
co
r
es.
Ur
b
an
s
tatu
s
h
as
litt
le
ef
f
ec
t
o
n
ac
ad
e
m
ic
ac
h
iev
em
en
t
also
ev
id
en
t in
th
e
m
o
d
el.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
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c
.
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SS
N:
2252
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ch
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(
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.
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tiv
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2
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[
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.
Gen
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1118
So
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[
1
,
30
–
33]
.
An
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ef
o
r
e.
T
h
is
s
tu
d
y
is
th
e
f
ir
s
t
f
in
d
in
g
r
elate
d
to
d
if
f
er
en
ce
s
in
s
tu
d
en
t
ac
h
iev
em
en
t
in
I
n
d
o
n
esia
b
ased
o
n
eth
n
ic
b
ac
k
g
r
o
u
n
d
.
I
n
ad
d
itio
n
,
f
em
ale
s
tu
d
en
ts
r
ec
e
iv
ed
h
ig
h
er
r
ea
d
in
g
an
d
m
ath
s
co
r
es
th
an
m
ale
s
tu
d
en
ts
.
H
o
wev
er
,
r
esear
c
h
er
n
o
te
th
at
g
e
n
d
er
o
r
s
ex
d
if
f
e
r
en
ce
s
in
ac
ad
em
ic
ac
h
iev
e
m
en
t
h
av
e
n
o
t
s
h
o
wn
co
n
s
is
ten
t
r
esu
lts
.
T
h
en
,
s
tu
d
en
ts
f
r
o
m
u
r
b
an
a
r
ea
s
g
et
b
etter
r
ea
d
in
g
a
n
d
m
at
h
e
m
atica
l
r
esu
lts
co
m
p
ar
ed
to
s
tu
d
en
ts
f
r
o
m
r
u
r
al.
Stu
d
en
ts
in
r
u
r
al
ar
ea
s
ar
e
d
i
s
ad
v
an
tag
ed
b
y
th
is
c
o
n
d
itio
n
,
th
is
is
b
ec
au
s
e
s
tu
d
e
n
ts
f
r
o
m
r
u
r
al
e
x
p
er
ie
n
ce
v
ar
io
u
s
o
b
s
tacle
s
in
clu
d
in
g
f
in
an
cial
p
r
o
b
lem
s
[
3
4
]
.
Oth
er
m
ain
f
in
d
in
g
s
h
o
ws
s
tu
d
en
t
f
ac
to
r
s
af
f
ec
tin
g
s
tu
d
en
t a
ca
d
em
ic
ac
h
iev
em
en
t.
C
o
n
f
ir
m
in
g
p
r
io
r
s
tu
d
ies,
o
u
r
f
in
d
i
n
g
s
p
r
o
v
e
th
e
ef
f
ec
t
o
f
k
in
d
e
r
g
ar
ten
atten
d
a
n
ce
h
as
a
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
s
tu
d
en
t
ac
ad
em
i
c
ac
h
iev
em
en
t
[
3
5
,
3
6
]
.
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
[
3
5
]
r
e
v
ea
led
th
at
a
tten
d
a
n
ce
in
ch
ild
r
e
n
'
s
p
ar
k
s
h
as
a
lo
n
g
-
ter
m
ef
f
ec
t
o
n
s
tu
d
en
t
d
ev
el
o
p
m
en
t.
Stu
d
en
ts
wh
o
atten
d
k
in
d
er
g
ar
te
n
g
et
a
lear
n
in
g
ex
p
er
ien
ce
an
d
ar
e
b
etter
p
r
e
p
ar
ed
to
s
tu
d
y
in
th
e
n
ex
t
class
,
an
d
u
ltima
tel
y
h
a
v
e
a
g
o
o
d
im
p
ac
t
o
n
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
en
t
at
s
ch
o
o
l.
Ou
r
f
i
n
d
in
g
s
also
in
d
icate
th
at
in
ter
n
et
u
s
e
in
cr
ea
s
e
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
u
s
e
o
f
th
e
in
ter
n
et
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
s
tu
d
en
t a
ca
d
e
m
ic
ac
h
iev
em
en
t,
th
is
s
tu
d
y
ill
u
s
tr
ates sig
n
if
ican
t
r
esu
lts
[
3
7
,
3
8
]
.
Sev
er
al
o
th
er
f
in
d
i
n
g
s
s
h
o
w
th
e
n
eg
ativ
e
ef
f
ec
t
o
f
th
e
u
s
e
o
f
th
e
in
ter
n
e
t
o
n
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t
[
3
9
,
40]
.
Fu
r
th
er
m
o
r
e,
th
is
s
tu
d
y
ex
p
lain
s
th
e
im
p
ac
t
o
f
u
s
in
g
th
e
in
te
r
n
et
a
s
a
m
ed
iu
m
to
h
elp
s
tu
d
en
t
lear
n
in
g
.
Stu
d
e
n
t
s
wh
o
u
s
e
th
e
in
ter
n
et
ca
n
h
elp
th
eir
lear
n
in
g
p
r
o
ce
s
s
an
d
u
lti
m
ately
ca
n
im
p
r
o
v
e
ac
ad
em
ic
ac
h
iev
e
m
en
t
[
3
8
]
.
Su
r
p
r
is
in
g
ly
,
we
also
f
in
d
th
e
wea
k
in
f
l
u
en
ce
o
f
e
x
tr
ac
u
r
r
icu
lar
ac
t
iv
ities
o
n
r
ea
d
in
g
a
n
d
m
ath
em
atics
a
ch
iev
em
en
t.
T
h
e
tr
a
d
itio
n
al
f
in
d
in
g
in
d
icate
d
th
at
th
e
s
tr
en
g
th
ef
f
ec
t
o
f
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
o
n
s
tu
d
en
t
r
ea
d
in
g
a
n
d
m
ath
s
c
o
r
es
[
2
7
]
.
T
h
is
r
esu
lt
h
as
n
o
t
p
r
e
v
io
u
s
ly
b
ee
n
d
escr
ib
ed
.
T
h
is
illu
s
tr
ates
f
in
d
in
g
co
n
tr
a
d
icts
p
r
ev
io
u
s
s
tu
d
i
es
[
2
8
,
4
1
]
.
Pre
v
io
u
s
s
tu
d
y
h
a
v
e
d
o
cu
m
en
ted
th
at
ex
tr
a
cu
r
r
icu
la
r
ac
tiv
ities
ar
e
i
m
p
o
r
tan
t
co
m
p
o
n
e
n
t
an
d
ca
n
n
o
t
b
e
s
ep
ar
ated
f
r
o
m
s
ch
o
o
l
life
[
4
2
]
.
Stu
d
e
n
t
p
ar
ticip
atio
n
in
ex
tr
ac
u
r
r
icu
l
ar
ac
tiv
ities
s
u
ch
as
s
p
o
r
t,
ar
ts
,
ac
ad
em
ics
clu
b
,
an
d
s
ch
o
o
l
o
r
g
an
izatio
n
s
p
r
o
v
id
es e
x
p
er
ien
ce
s
f
o
r
s
tu
d
e
n
t a
n
d
p
lay
s
a
r
o
le
in
im
p
r
o
v
in
g
ac
ad
em
ic
ac
h
ie
v
em
en
t
[
2
8
]
.
Ou
r
f
in
d
in
g
s
also
r
ev
ea
l
s
o
m
e
f
ac
to
r
s
th
at
co
n
tr
ib
u
te
to
ac
ad
em
ic
ac
h
iev
em
en
t
am
o
n
g
I
n
d
o
n
esian
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
S
ch
o
o
l
c
h
o
ice
ca
n
af
f
ec
t
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t.
R
ec
en
t
s
tu
d
y
s
h
o
ws
th
at
s
tu
d
en
ts
wh
o
atten
d
p
u
b
lic
s
ch
o
o
ls
g
et
b
etter
s
co
r
es
th
an
s
tu
d
en
ts
wh
o
atten
d
p
r
iv
ate
s
ch
o
o
ls
.
Me
an
wh
ile,
s
tu
d
en
ts
wh
o
atten
d
s
ch
o
o
ls
af
f
iliat
ed
with
r
elig
io
u
s
in
s
titu
tio
n
s
g
et
lo
wer
r
ea
d
in
g
an
d
m
ath
s
co
r
es
th
an
s
tu
d
en
ts
wh
o
atten
d
s
ch
o
o
ls
th
at
ar
e
n
o
t
af
f
iliated
with
r
elig
io
u
s
in
s
titu
tio
n
s
(
g
en
er
al)
.
T
h
is
s
u
p
p
o
r
ts
th
e
f
in
d
in
g
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies
[
6
]
.
I
n
a
d
d
itio
n
,
we
f
o
u
n
d
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
class
s
ize
o
n
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
en
t.
Stu
d
e
n
ts
wh
o
ar
e
in
lar
g
e
class
es
o
r
with
lar
g
e
n
u
m
b
er
s
o
f
s
tu
d
en
ts
h
av
e
a
n
eg
ativ
e
im
p
ac
t
o
n
r
ea
d
in
g
a
n
d
m
ath
em
atics
s
co
r
es.
Ou
r
f
in
d
in
g
s
h
o
w
th
at
t
h
e
ef
f
ec
t
o
f
th
is
class
s
ize
o
n
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t.
Ou
r
f
in
d
in
g
i
n
d
icate
th
at
s
m
all
class
in
cr
ea
s
es
in
s
tu
d
en
t
ac
ad
ed
m
ic
ac
h
i
ev
em
en
t.
Pre
v
io
u
s
r
esear
ch
r
ev
ea
led
th
at
r
ed
u
cin
g
class
s
ize
ca
n
in
cr
ea
s
e
s
tu
d
en
t a
ca
d
em
ic
ac
h
iev
e
m
en
t
[
4
2
–
45]
.
Ou
r
f
in
d
i
n
g
s
also
s
h
o
w
n
eg
ativ
e
ef
f
ec
t
o
f
s
ch
o
o
l
d
is
tan
ce
o
n
s
tu
d
e
n
t
ac
ad
em
ic
ac
h
iev
em
en
t.
Stu
d
en
t’
s
w
h
o
s
p
en
d
m
o
r
e
th
an
th
ir
ty
m
in
u
tes
f
r
o
m
h
o
m
e
to
s
ch
o
o
l
ad
er
s
ely
af
f
ec
t
ac
ad
em
ic
ac
h
iev
em
en
t.
Prio
r
s
tu
d
ies
h
av
e
d
o
cu
m
e
n
ted
th
at
th
e
g
r
ea
ter
d
is
tan
ce
tr
a
v
eled
an
d
tim
e
s
p
en
t
g
o
in
g
to
s
ch
o
o
l
ca
n
h
av
e
a
n
eg
ativ
e
im
p
ac
t
o
n
s
tu
d
e
n
t
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
[
4
6
]
.
I
n
ad
d
itio
n
,
o
th
er
s
tu
d
ies
h
a
v
e
f
o
u
n
d
th
at
th
e
ef
f
ec
ts
o
f
lo
n
g
er
s
ch
o
o
l
d
ay
s
o
r
s
tu
d
y
tim
e
ca
n
af
f
ec
t
s
tu
d
en
ts
'
r
ea
d
in
g
an
d
m
ath
s
co
r
es,
b
u
t
th
is
ef
f
ec
t
h
as
n
o
t
b
ee
n
co
n
s
is
ten
t
[
4
7
,
4
8
]
.
Ou
r
last
f
in
d
in
g
s
h
o
w
p
o
s
itiv
e
ef
f
ec
t
o
f
u
s
in
g
tex
tb
o
o
k
o
n
ac
ad
em
ic
ac
h
iev
em
en
t
.
T
ex
tb
o
o
k
as
a
lear
n
in
g
m
ed
ia
h
as
a
s
tr
o
n
g
ef
f
ec
t
o
n
s
tu
d
e
n
ts
’
ac
h
iev
em
en
t.
T
h
e
u
s
e
o
f
s
tu
d
en
t
tex
tb
o
o
k
s
is
co
n
s
id
er
ed
to
h
a
v
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t
esp
ec
ially
o
n
m
at
h
em
atics
s
co
r
es,
it’s
co
n
f
ir
m
p
r
io
r
s
tu
d
y
(
s
ch
o
o
l
f
a
cilities
)
.
T
h
e
u
s
e
o
f
tex
tb
o
o
k
s
ca
n
h
elp
s
tu
d
en
ts
in
lear
n
in
g
a
n
d
h
a
v
e
im
p
ac
t
o
n
ac
h
iev
em
en
t.
T
h
ese
r
esu
lts
p
r
o
v
id
es
in
ter
v
e
n
tio
n
a
n
d
s
u
g
g
e
s
t
th
e
p
r
o
v
is
io
n
o
f
tex
tb
o
o
k
b
y
s
ch
o
o
ls
an
d
th
eir
u
s
ed
b
y
th
ea
c
h
er
s
an
d
s
tu
d
en
t
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
ct
o
f so
cio
d
emo
g
r
a
p
h
ic
fa
cto
r
s
o
n
a
c
a
d
emic
a
ch
ie
ve
men
ts
a
mo
n
g
h
i
g
h
s
ch
o
o
l
…
(
Deri I
n
d
r
a
h
a
d
i
)
1119
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
was
to
in
v
esti
g
ate
s
o
cio
d
em
o
g
r
ap
h
ic,
s
tu
d
e
n
t,
an
d
s
ch
o
o
l
f
ac
t
o
r
o
n
s
tu
d
en
t
ac
ad
em
ic
ac
h
iev
em
en
t.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
en
t
was
in
f
lu
en
c
ed
b
y
f
ac
to
r
s
in
clu
d
in
g
s
o
cio
d
em
o
g
r
ap
h
ics,
s
tu
d
en
ts
,
an
d
s
ch
o
o
ls
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
co
m
p
lex
,
t
h
is
r
eq
u
ir
es
ca
r
ef
u
l
in
ter
p
r
etatio
n
o
f
th
is
b
ec
au
s
e
th
er
e
ar
e
v
ar
iab
les
th
at
h
av
e
s
tr
o
n
g
an
d
wea
k
in
f
lu
en
ce
.
B
ased
o
n
in
f
o
r
m
atio
n
o
b
tain
ed
f
r
o
m
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
,
it
is
ex
p
ec
ted
to
b
ec
o
m
e
a
co
n
s
id
er
atio
n
f
o
r
p
o
licy
m
ak
in
g
in
th
e
f
ield
o
f
ed
u
ca
tio
n
in
I
n
d
o
n
esia to
i
m
p
r
o
v
e
s
tu
d
en
t a
ca
d
e
m
ic
ac
h
i
ev
em
en
t.
Fin
ally
,
s
o
m
e
lim
itatio
n
s
in
th
is
s
tu
d
y
m
u
s
t
b
e
f
o
llo
wed
u
p
f
o
r
f
u
t
u
r
e
r
esear
ch
.
T
h
e
f
ir
s
t
lim
itatio
n
is
th
at
n
o
t
all
th
e
f
in
d
in
g
s
o
f
th
i
s
s
tu
d
y
ca
n
p
r
o
v
e
th
e
p
r
e
v
io
u
s
f
in
d
in
g
s
,
th
is
illu
s
tr
ate
s
th
e
co
m
p
lex
ity
in
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
f
ac
to
r
s
th
at
af
f
ec
t
s
tu
d
e
n
t
ac
ad
em
ic
ac
h
iev
em
e
n
t
in
I
n
d
o
n
e
s
ia.
B
u
t
f
ar
m
o
r
e
m
ea
n
in
g
f
u
l
th
is
r
esear
ch
ca
n
b
e
a
r
ef
er
en
ce
f
o
r
ed
u
ca
tio
n
a
l
p
o
licy
m
ak
in
g
an
d
f
o
r
f
u
t
u
r
e
s
tu
d
ies.
Seco
n
d
,
f
u
tu
r
e
r
esear
ch
is
ex
p
ec
ted
to
ex
am
in
e
o
th
er
f
ac
t
o
r
s
th
at
ca
n
af
f
ec
t
r
ea
d
in
g
an
d
m
ath
em
ati
cs
ac
h
iev
em
en
t.
As
ex
p
lain
ed
a
b
o
v
e,
th
e
teac
h
e
r
an
d
lear
n
in
g
f
ac
to
r
s
h
a
v
e
b
ee
n
wid
ely
s
tu
d
ied
in
th
eir
e
f
f
ec
ts
o
n
ac
ad
e
m
ic
ac
h
iev
em
en
t.
T
h
ir
d
,
th
is
s
tu
d
y
co
llected
cr
o
s
s
-
s
ec
tio
n
d
ata
f
r
o
m
th
e
I
FLS
in
2
0
1
4
,
it
is
f
ar
b
etter
f
o
r
f
u
tu
r
e
r
esear
ch
to
co
llect
p
a
n
el
d
ata
t
o
s
tu
d
y
ac
ad
e
m
ic
ac
h
iev
em
e
n
t
o
f
s
tu
d
en
ts
in
I
n
d
o
n
e
s
ia.
RE
F
E
R
E
NC
E
S
[1
]
R.
Oh
n
o
,
“
S
t
u
d
y
o
n
Re
g
io
n
a
l
Disp
a
rit
y
o
f
Ac
a
d
e
m
ic
Ac
h
iev
e
m
e
n
t
in
I
n
d
o
n
e
sia
,
”
A
S
S
EHR
2
n
d
In
ter
n
a
ti
o
n
a
l
Co
n
fer
e
n
c
e
o
n
Res
e
a
rc
h
o
f
E
d
u
c
a
ti
o
n
a
l
Ad
mi
n
istra
t
io
n
a
n
d
M
a
n
a
g
e
me
n
t
(ICRE
A
M
,
2
0
1
8
)
,
Atlan
ti
s
P
re
ss
,
p
p
.
2
1
2
-
2
1
5
,
2
0
1
9
.
[2
]
Wo
rld
Ba
n
k
,
“
I
n
d
o
n
e
sia
:
Ac
h
ie
v
e
m
e
n
ts
in
E
d
u
c
a
ti
o
n
Ov
e
r
t
h
e
La
st
1
0
Ye
a
rs
In
d
o
n
e
sia
:
S
ize
a
n
d
ro
le
o
f
P
ri
v
a
te
S
e
c
to
r,
”
2
0
1
2
.
[3
]
P
isa
,
“
P
IS
A 2
0
1
2
Re
su
lt
s
in
F
o
c
u
s,”
2
0
1
2
.
[4
]
S
.
J.
Ca
ld
a
s
a
n
d
C.
Ba
n
k
st
o
n
,
“
Eff
e
c
t
o
f
S
c
h
o
o
l
P
o
p
u
lati
o
n
S
o
c
io
e
c
o
n
o
m
ic
S
tatu
s
o
n
I
n
d
i
v
i
d
u
a
l
Ac
a
d
e
m
ic
Ac
h
iev
e
m
e
n
t,
”
T
h
e
J
.
o
f
E
d
u
c
.
Res
,
v
o
l.
9
0
,
n
o
.
5
,
p
p
.
3
7
–
4
1
,
1
9
9
7
.
[5
]
M
.
Ali
a
n
d
B
.
Ha
y
a
t,
“
No
n
-
a
c
a
d
e
m
ic
fa
c
to
rs
in
f
lu
e
n
c
i
n
g
stu
d
e
n
ts’
a
c
h
iev
e
m
e
n
t:
A
st
u
d
y
in
th
e
I
n
d
o
n
e
sia
n
m
a
d
ra
sa
h
s,”
In
t.
J
.
L
e
a
rn
.
I
n
tellec
t.
Ca
p
.
,
v
o
l.
1
6
,
n
o
.
2
,
p
p
.
1
8
0
–
1
9
2
,
2
0
1
9
.
[6
]
Da
v
id
a
n
d
K.
Be
e
g
le,
“
Bo
a
rd
o
f
Re
g
e
n
ts
o
f
th
e
Un
i
v
e
rsity
o
f
W
isc
o
n
sin
S
y
ste
m
Th
e
Eff
e
c
t
o
f
S
c
h
o
o
l
T
y
p
e
o
n
Ac
a
d
e
m
ic Ac
h
iev
e
m
e
n
t
:
Ev
id
e
n
c
e
fro
m
In
d
o
n
e
sia
,
”
Hu
m
a
n
,
v
o
l.
4
1
,
n
o
.
3
,
p
p
.
5
2
9
–
5
5
7
,
2
0
0
6
.
[7
]
S
.
S
irait,
“
Do
e
s
Tea
c
h
e
r
Qu
a
li
ty
Affe
c
t
S
tu
d
e
n
t
Ac
h
iev
e
m
e
n
t?
An
Emp
iri
c
a
l
S
t
u
d
y
in
I
n
d
o
n
e
sia
.
,
”
J
.
Ed
u
c
.
Pra
c
t.
,
v
o
l.
7
,
n
o
.
2
7
,
p
p
.
3
4
–
4
1
,
2
0
1
6
.
[8
]
B.
P
.
G
il
l,
P
.
M
.
Ti
m
p
a
n
e
,
K.
E.
Ro
ss
,
a
n
d
D.
J.
Bre
we
r,
“
Wh
a
t
We
Kn
o
w
a
n
d
W
h
a
t
We
Ne
e
d
To
Kn
o
w
Ab
o
u
t
Vo
u
c
h
e
rs an
d
Ch
a
rter S
c
h
o
o
ls,” i
n
Rh
e
t
o
ric
v
s.
Rea
li
ty
,
p
p
.
6
9
–
1
1
4
,
2
0
0
1
.
[9
]
Z.
S
u
n
a
n
d
H.
Ti
a
n
,
“
Ac
a
d
e
m
ic A
c
h
iev
e
m
e
n
t
As
se
ss
m
e
n
t
-
P
rin
c
ip
l
e
s a
n
d
M
e
th
o
d
o
l
o
g
y
,
”
2
0
1
8
.
[1
0
]
T.
G
u
se
a
n
d
Y.
Ve
rm
a
a
k
,
“
Ho
p
e
,
P
sy
c
h
o
so
c
ial
Well
-
Be
i
n
g
a
n
d
S
o
c
io
e
c
o
n
o
m
ic
S
tat
u
s
Am
o
n
g
a
G
ro
u
p
o
f
S
o
u
t
h
Afric
a
n
Ad
o
les
c
e
n
ts
,
”
J
.
Psy
c
h
o
l.
Af
ric
a
,
v
o
l
.
2
1
,
n
o
.
4
,
p
p
.
5
2
7
–
5
3
3
,
2
0
1
4
.
[1
1
]
U.
S
a
p
ru
d
i
n
,
Wa
h
jo
e
d
i,
Wi
d
iati
,
“
Co
rre
latio
n
a
n
a
ly
sis
o
f
p
a
re
n
ts
'
so
c
io
e
c
o
n
o
m
ic
c
o
n
d
it
i
o
n
s
a
n
d
se
lf
-
e
ffica
c
y
o
n
lea
rn
in
g
a
c
h
iev
e
m
e
n
t
i
p
s
(in
Ba
h
a
sa
)
,
”
J
.
Pen
d
id
ik.
T
e
o
r.
Pen
e
li
t
i
a
n
,
d
a
n
Pen
g
e
mb
.
,
v
o
l.
2
,
n
o
.
1
0
,
p
p
.
1
3
8
8
–
1
3
9
2
,
2
0
1
7
.
[1
2
]
S
.
T.
Ku
r
n
iaw
a
ti
,
D.
M
.
Ha
n
d
a
ri
n
i,
C.
L
.
Ra
d
jah
,
“
Th
e
i
n
flu
e
n
c
e
o
f
a
c
h
iev
e
m
e
n
t
m
o
ti
v
a
ti
o
n
a
n
d
a
c
a
d
e
m
ic
s
e
lf
-
c
o
n
c
e
p
t
o
n
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
o
f
p
u
b
li
c
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
stu
d
e
n
ts
i
n
M
a
lan
g
,
”
J
.
Pen
d
id
ik.
T
e
o
r.
Pen
e
li
t
ia
n
,
d
a
n
Pen
g
e
mb
.
,
v
o
l.
1
,
n
o
.
1
2
,
p
p
.
2
3
3
7
–
2
3
4
4
,
2
0
1
6
.
[1
3
]
J.
An
d
e
rs,
“
Ox
fo
r
d
Re
v
iew
o
f
Ed
u
c
a
ti
o
n
T
h
e
in
fl
u
e
n
c
e
o
f
so
c
i
o
e
c
o
n
o
m
ic
st
a
tu
s
o
n
c
h
a
n
g
e
s
in
y
o
u
n
g
p
e
o
p
le’
s
e
x
p
e
c
tatio
n
s
o
f
a
p
p
ly
in
g
t
o
u
n
iv
e
rsity
,
”
Ox
fo
rd
Rev
.
Ed
u
c
.
,
v
o
l
.
4
9
8
5
,
n
o
.
Ju
n
e
,
p
p
.
1
–
2
1
,
2
0
1
7
.
[1
4
]
S
.
G
.
Riv
k
in
,
E.
A.
Ha
n
u
s
h
e
k
,
J.
F
.
Ka
in
,
B.
Y.
S
.
G
.
Riv
k
in
,
E.
A
.
Ha
n
u
sh
e
k
,
a
n
d
J.
E.
Ka
i
n
,
“
Tea
c
h
e
rs,
S
c
h
o
o
ls,
a
n
d
Ac
a
d
e
m
ic Ac
h
iev
e
m
e
n
t,
”
Eco
n
o
me
trica
,
v
o
l.
7
3
,
n
o
.
2
,
p
p
.
4
1
7
–
4
5
8
,
2
0
0
5
.
[1
5
]
S
.
Ra
n
jan
,
N.
Bra
c
,
a
n
d
E.
Div
isi
o
n
,
“
F
a
c
to
r
s
in
fl
u
e
n
c
i
n
g
p
rima
ry
stu
d
e
n
ts
’
lea
rn
i
n
g
a
c
h
iev
e
m
e
n
t
i
n
Ba
n
g
lad
e
sh
,
”
Res
.
Ed
u
c
.
,
v
o
l.
8
8
,
n
o
.
1
,
p
p
.
5
0
-
63,
2
0
1
2
.
[1
6
]
A.
T.
P
a
y
a
n
d
e
h
Na
jafa
b
a
d
i
,
M
.
O.
Na
jafa
b
a
d
i,
a
n
d
M
.
R.
F
a
rid
-
Ro
h
a
n
i,
“
F
a
c
to
rs
c
o
n
tri
b
u
ti
n
g
to
a
c
a
d
e
m
i
c
a
c
h
iev
e
m
e
n
t:
A
Ba
y
e
sia
n
str
u
c
tu
re
e
q
u
a
ti
o
n
m
o
d
e
ll
in
g
st
u
d
y
,
”
I
n
t.
J
.
M
a
th
.
Ed
u
c
.
S
c
i.
T
e
c
h
n
o
l.
,
v
o
l.
4
4
,
n
o
.
4
,
p
p
.
4
9
0
–
5
0
0
,
2
0
1
3
.
[1
7
]
C.
G
.
Ba
rb
e
ra
,
J
.
C.
Nie
b
la,
K.
D.
Ló
p
e
z
,
a
n
d
M
.
L.
Orte
g
a
,
“
Re
n
d
imie
n
to
a
c
a
d
é
m
ico
y
fa
c
to
re
s
a
so
c
iad
o
s.
Ap
o
rtac
io
n
e
s d
e
a
lg
u
n
a
s e
v
a
l
u
a
c
io
n
e
s a
g
ra
n
e
sc
a
la,”
Bo
rd
o
n
,
v
o
l
.
6
4
,
n
o
.
2
,
p
p
.
5
1
–
6
8
,
2
0
1
2
.
[1
8
]
D.
Th
o
m
a
s,
e
t
a
l.
,
“
Cu
tt
in
g
t
h
e
c
o
sts
o
f
a
tt
rit
i
o
n
:
Re
su
lt
s
fr
o
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[2
2
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.
Ali
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Blo
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.
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.
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L
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“
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.
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.
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Ab
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.
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V
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ro
,
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J.
M
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d
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.
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.
L
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.
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str.
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.
[2
8
]
J.
A.
F
re
d
rick
s,
“
Ex
trac
u
rric
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lar
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a
rti
c
ip
a
ti
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a
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d
Ac
a
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[2
9
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S
.
He
lal,
J.
Li
,
L.
Li
u
,
E
.
Eb
ra
h
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m
ie,
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.
Da
ws
o
n
,
a
n
d
D.
J.
M
u
rr
a
y
,
“
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.
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.
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Altsc
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,
“
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re
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ti
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,
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.
S
o
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.
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.
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p
.
1
3
–
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0
,
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0
1
2
.
[3
1
]
G
.
J.
Du
n
c
a
n
,
P
.
A.
M
o
rris,
a
n
d
C.
Ro
d
rig
u
e
s,
“
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s
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r ?
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-
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n
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x
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rime
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ts,”
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v
Psy
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o
l.
,
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l.
4
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o
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.
[3
2
]
H.
Lo
n
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a
n
d
W
.
P
a
n
g
,
“
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a
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ly
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tatu
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ts’
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e
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ts :
A Cas
e
o
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Ch
i
n
a
,
”
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u
c
.
Res
.
Eva
l.
,
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–
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,
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p
.
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–
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.
[3
3
]
A.
Ra
y
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h
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u
d
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u
ri
a
n
d
M
.
De
b
n
a
t
h
,
“
F
a
c
to
rs
Affe
c
ti
n
g
S
t
u
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ts’
Ac
a
d
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a
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:
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c
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rtala
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u
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.
[3
4
]
C.
a
.
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e
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k
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n
d
S
.
M
.
S
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e
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a
n
,
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a
m
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.
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n
t.
Res
.
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.
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.
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–
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.
[3
5
]
E.
M
.
J
o
e
,
J.
E
.
Da
v
is,
J.
Earl
,
a
n
d
D.
Tem
p
le,
“
P
a
re
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n
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rica
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Bo
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s,”
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o
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rn
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.
[3
6
]
V.
Allh
u
se
n
,
e
t
a
l.
,
“
Ag
e
o
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e
n
try
to
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.
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.
Ju
d
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e
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rica
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il
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re
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,
”
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.
Res
.
Ch
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.
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.
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l.
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0
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.
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.
[3
8
]
L.
A.
Ja
c
k
so
n
,
A
.
V
o
n
E
y
e
,
F
.
A.
Bio
c
c
a
,
G
.
Ba
rb
a
tsis,
Y.
Z
h
a
o
,
a
n
d
H.
E.
F
it
z
g
e
ra
ld
,
“
Do
e
s
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o
m
e
In
ter
n
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se
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e
n
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o
m
e
c
h
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re
n
?
”
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v
.
Psy
c
h
o
l.
,
v
o
l.
4
2
,
n
o
.
3
,
p
p
.
4
2
9
–
4
3
5
,
2
0
0
6
.
[3
9
]
V.
S
tav
r
o
p
o
u
l
o
s,
K.
Ale
x
a
n
d
ra
k
i,
a
n
d
F
.
M
o
tt
i
-
S
tefa
n
id
i
,
“
R
e
c
o
g
n
izin
g
in
ter
n
e
t
a
d
d
ictio
n
:
P
re
v
a
len
c
e
a
n
d
re
latio
n
sh
i
p
to
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t
in
a
d
o
les
c
e
n
ts
e
n
r
o
ll
e
d
in
u
rb
a
n
a
n
d
ru
ra
l
G
re
e
k
h
ig
h
sc
h
o
o
l
s,”
J
.
A
d
o
les
c
.
,
v
o
l.
3
6
,
n
o
.
3
,
p
p
.
5
6
5
–
5
7
6
,
2
0
1
3
.
[4
0
]
S
.
M
.
Lee
,
W.
Bre
sc
ia,
a
n
d
D.
Kiss
in
g
e
r,
“
Co
m
p
u
ter
u
se
a
n
d
a
c
a
d
e
m
ic
d
e
v
e
lo
p
m
e
n
t
in
se
c
o
n
d
a
ry
sc
h
o
o
ls,”
Co
mp
u
t
.
S
c
h
.
,
v
o
l.
2
6
,
n
o
.
3
,
p
p
.
2
2
4
–
2
3
5
,
2
0
0
9
.
[4
1
]
R.
Ye
u
n
g
,
“
Ath
letics
,
Ath
letic
Lea
d
e
rsh
ip
,
a
n
d
Ac
a
d
e
m
ic
Ac
h
iev
e
m
e
n
t,
”
Ed
u
c
.
Ur
b
a
n
S
o
c
.
,
v
o
l.
4
7
,
n
o
.
3
,
p
p
.
3
6
1
–
3
8
7
,
2
0
1
5
.
[4
2
]
B.
Ny
e
,
L.
V.
He
d
g
e
s,
a
n
d
S
.
Ko
n
sta
n
to
p
o
u
lo
s
,
“
T
h
e
e
ffe
c
ts
o
f
sm
a
ll
c
las
se
s
o
n
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t:
T
h
e
re
su
l
ts
o
f
th
e
Ten
n
e
s
se
e
c
las
s siz
e
e
x
p
e
rime
n
t,
”
Am.
Ed
u
c
.
Res
.
J
.
,
v
o
l.
3
7
,
n
o
.
1
,
p
p
.
1
2
3
–
1
5
1
,
2
0
0
0
.
[4
3
]
Y.
S
h
i
n
a
n
d
S
.
W
.
Ra
u
d
e
n
b
u
sh
,
“
Th
e
c
a
u
sa
l
e
ffe
c
t
o
f
c
las
s
siz
e
o
n
a
c
a
d
e
m
ic
a
c
h
iev
e
m
e
n
t:
M
u
lt
i
v
a
riate
in
stru
m
e
n
tal
v
a
riab
le
e
stim
a
to
rs
with
d
a
ta
m
issi
n
g
a
t
ra
n
d
o
m
,
”
J
.
Ed
u
c
.
Beh
a
v
.
S
ta
t
.
,
v
o
l
.
3
6
,
n
o
.
2
,
p
p
.
1
5
4
–
1
8
5
,
2
0
1
1
.
[4
4
]
T.
S
h
e
n
a
n
d
S
.
Ko
n
sta
n
t
o
p
o
u
l
o
s,
“
Clas
s
siz
e
e
ffe
c
ts
o
n
re
a
d
in
g
a
c
h
iev
e
m
e
n
t
i
n
E
u
ro
p
e
:
Ev
i
d
e
n
c
e
fro
m
P
IRLS
,
”
S
tu
d
.
E
d
u
c
.
Eva
l.
,
v
o
l.
5
3
,
n
o
.
N
o
v
e
m
b
e
r,
p
p
.
9
8
–
1
1
4
,
2
0
1
7
.
[4
5
]
J.
D.
F
in
n
,
“
Ac
a
d
e
m
ic an
d
n
o
n
-
c
o
g
n
it
iv
e
e
ffe
c
ts o
f
sm
a
ll
c
las
se
s,”
In
t.
J
.
E
d
u
c
.
Res
.
,
v
o
l.
9
6
,
n
o
.
M
a
y
,
p
p
.
1
2
5
–
1
3
5
,
2
0
1
9
.
[4
6
]
C.
Vie
ira,
I.
Vie
ira,
a
n
d
L.
Ra
p
o
so
,
“
Dista
n
c
e
a
n
d
a
c
a
d
e
m
ic
p
e
rfo
rm
a
n
c
e
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
S
p
a
t.
Eco
n
.
A
n
a
l
.
,
v
o
l.
1
3
,
n
o
.
1
,
p
p
.
6
0
–
7
9
,
2
0
1
8
.
[4
7
]
E.
M
e
y
e
r
a
n
d
C.
Va
n
Kla
v
e
re
n
,
“
Th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
e
x
ten
d
e
d
d
a
y
p
ro
g
ra
m
s:
Ev
i
d
e
n
c
e
fro
m
a
ra
n
d
o
m
ize
d
f
i
e
ld
e
x
p
e
rime
n
t
i
n
th
e
Ne
t
h
e
rlan
d
s,”
E
c
o
n
.
E
d
u
c
.
Rev
.
,
v
o
l.
3
6
,
n
o
.
Oc
to
b
e
r,
p
p
.
1
–
1
1
,
2
0
1
3
.
[4
8
]
M
.
H
u
e
b
e
n
e
r,
S
.
Ku
g
e
r,
a
n
d
J.
M
a
rc
u
s,
“
In
c
re
a
se
d
in
str
u
c
ti
o
n
h
o
u
r
s
a
n
d
th
e
wid
e
n
in
g
g
a
p
in
stu
d
e
n
t
p
e
rfo
rm
a
n
c
e
,
”
L
a
b
o
u
r
Eco
n
.
,
v
o
l.
4
7
,
n
o
.
No
v
e
m
b
e
r,
p
p
.
1
5
–
34
,
2
0
1
7
.
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