品格為中國(guó)教育科學(xué)研究院提供母語(yǔ)級(jí)中譯英，翻譯內(nèi)容：家庭社會(huì)經(jīng)濟(jì)地位對(duì)小學(xué)生成績(jī)預(yù)測(cè)效應(yīng)的追蹤研究。Education Survey translation (Native-tongue Level) for China’s National Institute of Education Sciences
譯文摘錄（保密內(nèi)容以XXX代替）：
家庭 SES 與學(xué)生成績(jī)關(guān)系的量化研究大多僅限于二者的相關(guān)程度，并且成績(jī)多為一次測(cè)驗(yàn)的結(jié)果，信度較低。全面研究學(xué)生家庭 SES 平均效應(yīng)、其非線性特征、時(shí)間效應(yīng)，以及成績(jī)變異在家庭 SES分布上的變化，不僅在理論上有助于豐富家庭 SES 與學(xué)生成績(jī)關(guān)系的相關(guān)研究，在實(shí)踐上也有助于更科學(xué)地控制過(guò)大的學(xué)生成績(jī)差異。
Most of the quantitative studies on the relationship between family SES and students’ achievements are limited to the degree of correlation between the two. The scores used are mostly the result of one test, with low reliability. A comprehensive study of the average effect and non-linear characteristics of family SES, the effect of time, and the change in the variance of students’ achievements according to the distribution of family SES will help enrich the pool of studies on the relationship between family SES and students’ achievements in theory, and is also useful for more scientific control of excessive difference in students’ achievements in practice.
社會(huì)學(xué)者認(rèn)為，社會(huì)分層變量有累積效應(yīng)，學(xué)校效能研究者認(rèn)為學(xué)校過(guò)程性變量有累積效應(yīng)，都符合常理，但是累積效應(yīng)如何測(cè)量？如果判斷標(biāo)準(zhǔn)僅僅是早期變量能夠預(yù)測(cè)后測(cè)成績(jī)的話，累積效應(yīng)并不能說(shuō)明效應(yīng)隨著時(shí)間變化而增大。專注于家庭 SES 效應(yīng)的研究者習(xí)慣于只關(guān)注家庭 SES 和時(shí)間兩個(gè)變量，對(duì)過(guò)程性變量是否會(huì)改變家庭 SES 與學(xué)生成績(jī)的關(guān)系則關(guān)注很少；而學(xué)校效能研究者熱衷于論證學(xué)校效應(yīng)的大小，將家庭 SES變量當(dāng)作控制變量對(duì)待。但如果過(guò)程性變量是社會(huì)分層變量的中介變量，學(xué)校效應(yīng)增大也不能下結(jié)論說(shuō)學(xué)校教育是公平的。
Sociologists believe that the social stratification variable has a cumulative effect, while school effectiveness researchers believe that the school procedural variable also has that effect, both of which make sense. But how is the cumulative effect to be measured? If the criterion is only that early variables can predict post-test results, the cumulative effect cannot explain that the effect increases over time. Researchers who focus on the effect of family SES tend to pay attention to two variables, family SES and time, but pay little attention to whether or not the procedural variable will change the relationship between family SES and students’ achievements. Researchers of school effectiveness are keen to demonstrate the size of school effect and treat the variable of family SES as a control variable. However, if the procedural variable is the intervening variable of the variable of social stratification, the conclusion that school education is fair cannot be reached based on the increase of school effect.
為低家庭 SES 學(xué)生提供補(bǔ)償教育。發(fā)達(dá)國(guó)家對(duì)低家庭 SES 兒童實(shí)施補(bǔ)償教育已經(jīng)多年，我國(guó)除了教師自發(fā)的補(bǔ)課行為，沒(méi)有規(guī)范的針對(duì)低家庭 SES 學(xué)生特點(diǎn)的補(bǔ)償教育。根據(jù)累積優(yōu)勢(shì)效應(yīng)理論，低家庭 SES學(xué)生尤其是男生一旦在人生早期階段落后，等他成熟到知道用功學(xué)習(xí)的時(shí)候已經(jīng)幾乎沒(méi)有可能再追上其他階層的學(xué)生。這些兒童如果得不到額外的幫助和支持，不僅影響其個(gè)人生活和發(fā)展，還有可能導(dǎo)致社會(huì)問(wèn)題增多。因此，國(guó)家應(yīng)該在學(xué)?；蛏鐓^(qū)實(shí)施補(bǔ)償教育計(jì)劃。
Secondly, compensatory education should be provided for students with low family SES. Developed countries have implemented compensatory education for low family SES children for many years. In China, there is no standardized compensatory education suitable for the characteristics of students with low family SES except teachers’ spontaneous tutoring. According to the cumulative advantage effect theory, once students with low family SES, especially boys, lag behind in early life, it is almost impossible for them to catch up with students from other classes by the time they are mature enough to study hard. The absence of additional help and support for these children not only affects their personal lives and development, but may also lead to growing social problems. Therefore, the state should implement compensatory education programs in schools or communities.
以上“母語(yǔ)級(jí)譯文”由品格首席英文譯者郝秀與品格首席母語(yǔ)專家Linda Kennedy（英籍）聯(lián)手完成。郝秀老師負(fù)責(zé)將中文準(zhǔn)確、完整、清晰地翻譯到英文，Linda老師在此基礎(chǔ)上，用地道的英式英語(yǔ)進(jìn)行“改寫（rewriting）”，改寫后的譯文再次由郝秀老師進(jìn)行復(fù)核、定稿，最終譯文不但在意義上忠實(shí)于中文原稿，且英語(yǔ)原汁原味。既做到了學(xué)術(shù)上的嚴(yán)謹(jǐn)，又做到了英語(yǔ)行文的地道（Authentic English），對(duì)客戶后期開(kāi)展國(guó)際學(xué)術(shù)交流提供了很好的支持。
譯者簡(jiǎn)介：
中方譯者：郝秀，品格翻譯公司專職譯者（首席英文譯者）。英語(yǔ)文學(xué)/經(jīng)濟(jì)管理學(xué)雙學(xué)士，擁有中華人民共和國(guó)人社部頒發(fā)的“翻譯專業(yè)資格證書（二級(jí)）”（含金量很高）。專業(yè)從事中英互譯工作8年有余。
家庭 SES 與學(xué)生成績(jī)關(guān)系的量化研究大多僅限于二者的相關(guān)程度，并且成績(jī)多為一次測(cè)驗(yàn)的結(jié)果，信度較低。全面研究學(xué)生家庭 SES 平均效應(yīng)、其非線性特征、時(shí)間效應(yīng)，以及成績(jī)變異在家庭 SES分布上的變化，不僅在理論上有助于豐富家庭 SES 與學(xué)生成績(jī)關(guān)系的相關(guān)研究，在實(shí)踐上也有助于更科學(xué)地控制過(guò)大的學(xué)生成績(jī)差異。
Most of the quantitative studies on the relationship between family SES and students’ achievements are limited to the degree of correlation between the two. The scores used are mostly the result of one test, with low reliability. A comprehensive study of the average effect and non-linear characteristics of family SES, the effect of time, and the change in the variance of students’ achievements according to the distribution of family SES will help enrich the pool of studies on the relationship between family SES and students’ achievements in theory, and is also useful for more scientific control of excessive difference in students’ achievements in practice.
社會(huì)學(xué)者認(rèn)為，社會(huì)分層變量有累積效應(yīng)，學(xué)校效能研究者認(rèn)為學(xué)校過(guò)程性變量有累積效應(yīng)，都符合常理，但是累積效應(yīng)如何測(cè)量？如果判斷標(biāo)準(zhǔn)僅僅是早期變量能夠預(yù)測(cè)后測(cè)成績(jī)的話，累積效應(yīng)并不能說(shuō)明效應(yīng)隨著時(shí)間變化而增大。專注于家庭 SES 效應(yīng)的研究者習(xí)慣于只關(guān)注家庭 SES 和時(shí)間兩個(gè)變量，對(duì)過(guò)程性變量是否會(huì)改變家庭 SES 與學(xué)生成績(jī)的關(guān)系則關(guān)注很少；而學(xué)校效能研究者熱衷于論證學(xué)校效應(yīng)的大小，將家庭 SES變量當(dāng)作控制變量對(duì)待。但如果過(guò)程性變量是社會(huì)分層變量的中介變量，學(xué)校效應(yīng)增大也不能下結(jié)論說(shuō)學(xué)校教育是公平的。
Sociologists believe that the social stratification variable has a cumulative effect, while school effectiveness researchers believe that the school procedural variable also has that effect, both of which make sense. But how is the cumulative effect to be measured? If the criterion is only that early variables can predict post-test results, the cumulative effect cannot explain that the effect increases over time. Researchers who focus on the effect of family SES tend to pay attention to two variables, family SES and time, but pay little attention to whether or not the procedural variable will change the relationship between family SES and students’ achievements. Researchers of school effectiveness are keen to demonstrate the size of school effect and treat the variable of family SES as a control variable. However, if the procedural variable is the intervening variable of the variable of social stratification, the conclusion that school education is fair cannot be reached based on the increase of school effect.
為低家庭 SES 學(xué)生提供補(bǔ)償教育。發(fā)達(dá)國(guó)家對(duì)低家庭 SES 兒童實(shí)施補(bǔ)償教育已經(jīng)多年，我國(guó)除了教師自發(fā)的補(bǔ)課行為，沒(méi)有規(guī)范的針對(duì)低家庭 SES 學(xué)生特點(diǎn)的補(bǔ)償教育。根據(jù)累積優(yōu)勢(shì)效應(yīng)理論，低家庭 SES學(xué)生尤其是男生一旦在人生早期階段落后，等他成熟到知道用功學(xué)習(xí)的時(shí)候已經(jīng)幾乎沒(méi)有可能再追上其他階層的學(xué)生。這些兒童如果得不到額外的幫助和支持，不僅影響其個(gè)人生活和發(fā)展，還有可能導(dǎo)致社會(huì)問(wèn)題增多。因此，國(guó)家應(yīng)該在學(xué)?；蛏鐓^(qū)實(shí)施補(bǔ)償教育計(jì)劃。
Secondly, compensatory education should be provided for students with low family SES. Developed countries have implemented compensatory education for low family SES children for many years. In China, there is no standardized compensatory education suitable for the characteristics of students with low family SES except teachers’ spontaneous tutoring. According to the cumulative advantage effect theory, once students with low family SES, especially boys, lag behind in early life, it is almost impossible for them to catch up with students from other classes by the time they are mature enough to study hard. The absence of additional help and support for these children not only affects their personal lives and development, but may also lead to growing social problems. Therefore, the state should implement compensatory education programs in schools or communities.
以上“母語(yǔ)級(jí)譯文”由品格首席英文譯者郝秀與品格首席母語(yǔ)專家Linda Kennedy（英籍）聯(lián)手完成。郝秀老師負(fù)責(zé)將中文準(zhǔn)確、完整、清晰地翻譯到英文，Linda老師在此基礎(chǔ)上，用地道的英式英語(yǔ)進(jìn)行“改寫（rewriting）”，改寫后的譯文再次由郝秀老師進(jìn)行復(fù)核、定稿，最終譯文不但在意義上忠實(shí)于中文原稿，且英語(yǔ)原汁原味。既做到了學(xué)術(shù)上的嚴(yán)謹(jǐn)，又做到了英語(yǔ)行文的地道（Authentic English），對(duì)客戶后期開(kāi)展國(guó)際學(xué)術(shù)交流提供了很好的支持。
譯者簡(jiǎn)介：
中方譯者：郝秀，品格翻譯公司專職譯者（首席英文譯者）。英語(yǔ)文學(xué)/經(jīng)濟(jì)管理學(xué)雙學(xué)士，擁有中華人民共和國(guó)人社部頒發(fā)的“翻譯專業(yè)資格證書（二級(jí)）”（含金量很高）。專業(yè)從事中英互譯工作8年有余。
外籍語(yǔ)言專家：Linda Kennedy女士，英國(guó)人，畢業(yè)于格拉斯哥大學(xué)（University of Glasgow）英語(yǔ)文學(xué)專業(yè)，先后作為記者&作家供職于英國(guó)主流媒體（如路透社等）；作為品格翻譯公司中譯英母語(yǔ)級(jí)語(yǔ)言專家，在過(guò)去10多年中與中方譯者一起，先后為世界自然基金會(huì)，中國(guó)城市規(guī)劃設(shè)計(jì)研究院，中國(guó)環(huán)境科學(xué)研究院，中國(guó)教育科學(xué)研究院，中國(guó)空間技術(shù)研究院，美國(guó)能源基金會(huì)等重量級(jí)單位提供母語(yǔ)級(jí)翻譯服務(wù)，獲得一致好評(píng)。
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