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This article examines the impact of socio-economic status on achievement gaps and attempts to determine whether other factors are actually more influential on achievement gaps. One of the main additional factors that was examined in regards to achievement gaps was IQ scores. While it was determined that IQ is a good indicator as to whether an achievement gap will exist for students, it is not the only thing that matters, as some theories claim. Through study and analysis, this article proves that the socio-economic status of a student will positively or negatively impact a student in regards to their academic achievement in nearly all cases. The data also finds that the lower of a socio-economic class that a student belongs to, the more of a chance there is that an achievement gap will develop for them.

The article looks at how differences in gender and socio-economic status influence internet ethics of students in Hong Kong ages 11 - 16. Researchers analyzed the results of an online survey that was administered to the students. Findings include that males and students in lower socio-economic status tended to behave less ethically in online environments. The article ends with recommendations for educators including helping students to develop ethical identity and integrity.

Objective: This paper presents the results of data gathered on copyright questions asked at an academic health sciences library. Methods: Collected data include questioner's status or discipline, the subject of the questions, the types of activities that the questioners were engaged in, the communication mode, and the length of time it took to answer the questions. Results: Overall results showed most questions were about permissions. Staff asked the most questions, followed by faculty and students. Conclusions: Copyright education is needed at universities, and further analysis of queries will determine the direction of the education.

Communication technology usage was not related to identity exploration, commitment, or status, but it did predict psychological symptom severity over and above the identity and relationship variables. Conclusions: Communication technology usage was found to be related to identity and relationship problems, and was linked to greater maladjustment, even after controlling for identity and relationship difficulties.

ABSTRACT: The teaching of digital literacies is regarded as an important facet of literacy teaching in the 21st century. With many literacy tests continuing to indicate that students' levels of achievement tend to be differentiated along socioeconomic lines, it seems timely to consider the connections between home and school and how these play out in relation to digital literacies. This is particularly important in light of the considerable evidence that has demonstrated how important home-school connections are in ensuring improved traditional literacy outcomes for students from low socioeconomic backgrounds. With these points in mind, this article reports on an investigation into the usage of digital technologies in two middle-years classrooms in low socioeconomic suburbs in a regional Australian city. Using a range of ethnographic techniques, the study explored two teachers' approaches to teaching students how to use digital technologies in one school term. Through snapshots of digital practices in the two classrooms, three issues are considered: teachers' pedagogical approaches; students' access to digital technologies at home and at school; and the teachers' recognition of students' prior knowledge of digital technologies. The article concludes by reflecting on the need for teachers to draw on the digital literacies that students are using in their out-of-school lives, to make bridges to school learning and thus address the challenge of preparing students to be literate in the 21st Century.

This article examines what achievement gaps in education are, what type of achievement gaps America has, what they mean in the short-term for America, what they mean in the long-term for America if not fixed, and the school's role in solving this issue. Ultimately, this article finds that the achievement gaps in American education is putting America far behind international competitors in terms of future human capital. This article also examines why achievement gaps exist and attributes them mostly to external, out-of-school factors such as socio-economic status.

This article looks at how parental guidance can reinforce digital etiquette and safety for children and teens with regard to technology use. The results supported that teens developed better digital citizenship with the direction of parents in higher economics circumstances.

Freedman pays homage to the Individuals with Disabilities Education Act (IDEA) and recognizes the triumph that it has produced for many with disabilities. However, now she believes there needs to be major reform to educating all students with disabilities in the 21st century.