Many variables predict your educational achievements, e.g., socioeconomic status, cultural and social capital, psychological factors, and school resources.   

I study these and many other variables, and I think that you will find many of them very interesting. If you are an student, so you will find nice tips, for example, on the role of bilingualism, sports, migrant status, and music. 

2022

On the role of music, coming soon!

2020

Tovar-García, E. D. (2020). Bilingual schooling and wage income: the case of Tatarstan in Russia. Journal of Education and Work, 33(5–6), 446–458.https://doi.org/10.1080/13639080.2020.1842867

2018

Alòs i Font, H., & Tovar-García, E. (2018). Trilingualism, Bilingualism and Educational Achievements: The Case of Chuvash and Tatar in Rural Russia. Voprosy Obrazovaniya, (3), 8–35. https://doi.org/10.17323/1814-9545-2018-3-8-35

Tovar-García, E. D. (2018). Immigrantskoe proiskhozhdenie ili assertivnost’? Poisk klyuchevykh faktorov obrazovatel’nykh dostizheniy detey migrantov (Immigrant Background or Assertiveness? In the Search of Key Factors for the Academic Progress of Migrant Children). Psychology. Journal of Higher School of Economics, 15(2), 326–345. https://doi.org/10.17323/1813-8918-2018-2-326-345

Tovar-García, E. D. (2018). The Association between Sport Activities and Educational Achievements: Evidence from Russian Longitudinal Data. Voprosy Obrazovaniya, (2), 46–70. https://doi.org/10.17323/1814-9545-2018-2-46-70

Tovar-García, E. D., & Podmazin, E. (2018). The impact of socioeconomic status and population size on the use of the Tatar language at home. Intercultural Education, 29(1), 122–138. https://doi.org/10.1080/14675986.2017.1404740

2017

Tovar-García, E.-D. (2017). Cultural activities and educational progress: evidence from Russian longitudinal data. Cultura y Educación, 29(4), 762–797. http://doi.org/10.1080/11356405.2017.1377991

Tovar-García, E. D. (2017). Migration background and educational achievements in Russia. Migraciones Internacionales, 9(1), 69–93. http://doi.org/10.17428/rmi.v9i32.889

Tovar-García, E. D. (2017). The impact of perseverance and passion for long term goals (GRIT) on educational achievements of migrant children: Evidence from Tatarstan, Russia. Psicología Educativa, 23(1), 19–27. http://doi.org/10.1016/j.pse.2017.02.003

Tovar-García, E. D. (2017). Association of Practice of Sports in and out-of-school with Scholar Performance – Evidence from Moscow and Saint Petersburg: a Longitudinal Study. Journal of Physical Education, 86(4), 270–278. Retrieved from http://seer.revistaef.ensino.eb.br/index.php/revista/article/view/268

Tovar-García, E. D., & Kamaev, A. (2017). Educational achievements of migrant schoolchildren in Moscow. In E. Yasin (Ed.), XVII Aprel’skaja mezhdunarodnaja nauchnaja konferencija po problemam razvitija jekonomiki i obshhestva. V chetyreh knigah. Kniga 4. (pp. 303–310). Moscow: NRU HSE. Retrieved from https://conf.hse.ru/2016/sbornik

Tovar-García, E. D., & Alòs i Font, H. (2017). Bilingualism and educational achievements: The impact of the language used at home by Tatar school students in Tatarstan, Russia. Journal of Multilingual and Multicultural Development. 38(6), 545–557

http://doi.org/10.1080/01434632.2016.1213847

2016

Kamaev, A., & Tovar-García, E. D. (2016). Educational achievements of migrant schoolchildren in Moscow (SSOAR No. 168-NaN-46748–7). Moscow. Retrieved from http://nbn-resolving.de/urn:nbn:de:0168-ssoar-46748-7

2015

Alòs i Font, H., & Tovar-García, E. D. (2015). Factors affecting the knowledge of Chuvash language amongst school students in Russia. Sociolinguistic Studies, 9(4), 345–372. http://doi.org/10.1558/sols.v9i4.26771

2014

Tovar-García, E. D. (2014). Determinants of educational outcomes: Analysis of the Republic of Tatarstan. Communist and Post-Communist Studies, 47(1), 39–47. http://doi.org/10.1016/j.postcomstud.2014.01.001

Tovar-García, E. D. (2014). Rusia en el Proceso de Bolonia: Compatibilidad, competitividad y movilidad académica. Revista Internacional de Estudios Sobre Sistemas Educativos, 2(3), 1–21. Retrieved from http://www.riesed.org/revista/index.php/RIESED/article/view/25

2013

Tovar-García, E. D. (2013). Determinants of Educational Outcomes in Yaroslavl, Russia. Revista Electrónica de Investigación Educativa, 15(2), 100–113. Retrieved from http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1607-40412013000200007&lng=es&nrm=iso

Tovar-García, E. D. (2013). Obrazovatel’nye traektorii shkol’nikov Yaroslavskoy oblasti: diskriminantnyy analiz v sravnenii s logisticheskoy regressiey (Educational trajectories of schoolchildren in Yaroslavl oblast: Discriminant analysis in comparison with logistic regression). Sociology: Methodology, Methods, Mathematical Modeling (Sotsiologiya 4M), (36), 65–93. Retrieved from https://elibrary.ru/item.asp?id=20299525

Tovar-García, E. D. (2013). Svyaz’ mezhdu obrazovaniem roditeley i uspevaemost’yu i obrazovatel’nymi traektoriyami shkol’nikov v Tatarstane (Relationship among parental education, educational achievements and educational trajectories of schoolchildren in Tatarstan). Voprosy Obrazovaniya (Educational Studies Moscow), 2, 252–269. http://doi.org/10.17323/1814-9545-2013-2-252-269

2012

Tovar-García, E. D. (2012). Approaches to study educational and occupational trajectories and outcomes. Working Papers on Culture, Education and Human Development, 8(2), 1–19. Retrieved from http://www.uam.es/otros/ptcedh/2012v8_pdf/v8n2eng.pdf

I noted the relevance of language policy and other language concerns as explanatory variables of educational outcomes. Part of my research has been focused on Tatarstan, highlighting the positive nexus between bilingualism and educational achievements (and wages, too). There is no evidence of negative impacts on school grades due to the use of Tatar at home, by contrast, the evidence favors bilingualism, and contradicts the assumption of some Russian policymakers that bilingualism threatens the knowledge of Russian.

I found that migrants in Russia are high-performing students, at least, they perform as well as natives, after controlling for other confounding factors. Moreover, I found that GRIT, perseverance an passion for long term goals, is a key variable in explaining the success of migrants.

I have been exploring the role of extra-curricular activities in educational outcomes, e.g., cultural activities such as visits to theatres, museums, exhibitions, zoos, circuses, and excursions. The results suggests positive associations, mainly, when parents are involved in these activities. I also found that participation in sports/physical exercise is linked to high-performing students (or associated with lower probabilities of being classified as low-performing student), when these activities occur out-of-school. Moreover, the positive impacts of sports seem to be more relevant for girls than for boys. This result should be highly useful for policymakers looking for a decrease in gender gaps (Tovar-García, 2017a, 2018b).