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School-based Teacher Hiring and Achievement Inequality: A Comparative Perspective

– School-based hiring is associated with a larger gap in the distribution of teacher quality between advantaged and disadvantaged schools.
– There is an association between school-based hiring and inequality of achievement based on socioeconomic status of students.
– School-based hiring may contribute to exacerbating inequality in learning opportunities and increasing family background’s positive effect on achievement.
– ESCS (a proxy of family SES) is positively associated with student performance in mathematics and science.
– School-based hiring is not associated with student performance on average, but school-based hiring is associated with the larger achievement gap between high- and low-SES students.
– More school autonomy in hiring was associated with a larger gap in the distribution of teacher quality across schools as well as larger socioeconomic achievement inequality.
– School-level mean SES has a positive and significant relationship with math and science achievement.

Gendered Choices of STEM Subjects for Matriculation Are Not Driven by Prior Differences in Mathematical Achievement

– Gender streaming among STEM fields appears already in secondary school.
– Girls are under-represented in physics, IT and advanced mathematics.
– This pattern is not driven by gender differences in prior achievement in numeracy.
– Socio-economic disadvantage has a greater adverse effect on boys than on girls.
– There is significantly less gender streaming among STEM fields in all-girls schools.
– Students with a language background other than English choose STEM fields with greater frequency than other students, reflecting their comparative advantage, while exhibiting more markedly gendered subject choices, indicating a role for cultural factors.

Science Engagement and Science Achievement in the Context of Science Instruction: A Multilevel Analysis of U.S. Students and Schools

– All aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes.
– Each aspect was positively associated with one of the four practices (strategies) of science teaching.
– Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science).
– Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement.
– School mean SES has a positive and significant effect on students’ future motivation in science and on science achievement.

When Do Students in Low-SES Schools Perform Better-Than- Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics

– The analyses indicated that districts per-student funding allocations, the days of instruction, teachers’ knowledge and experience, and some aspects of teachers’ professional development participation were significantly associated with student performance on AP science examinations that was better than predicted by students’ Preliminary Scholastic Aptitude Test (PSAT) scores.

– Districts’ per-student total funding allocations and the length of the school year have positive significant associations with students’ AP performance gains.

– Teachers’ knowledge and experience had positive significant associations with students’ AP performance gains. Therefore, incentivizing experienced and skilled teachers to be recruited and retained within low-SES urban schools (and schools with urban characteristics) should be further explored.

– Participation in Professional Development(PD) activities that teachers rated as effective for helping them teach redesigned AP science courses and participation in unconventional face-to-face PD activities such as teacher-initiated meetings, mentoring or coaching activities, and conference participations were positively and significantly associated with students’ AP performance gains

School Climate and Dropping Out of School in the Era of Accountability

– Their findings indicate that attending a high school with better disciplinary order and stronger school attachment for the students is associated with a decreased likelihood of dropping out, above and beyond individual characteristics.

-They found that higher school SES translated to better school attachment, disciplinary order, and academic climate. Yet, disciplinary climate was the most positively influenced by school SES, with a one standard deviation (SD) increase in school SES being associated with about half a unit increase in disciplinary climate.

-The percentage of minority students was inversely related to school attachment, controlling for model variables.

-There is an indirect effect of school composition on dropping out. The larger the percentage of minority students the less attached they feel to their school so they are more likely to drop out.

– The researchers found that attending a high school with better school attachment greatly reduced the odds of a student being a dropout.

-Attending a school with more disciplinary order also directly de- creased the likelihood that a student was currently identified as a dropout.

-They also found that both prior math achievement and student SES were again strong predictors of whether a student had ever dropped out.

The Intersection of School Ethnic Composition and Structure: Predicting Social and Academic Outcomes Among Latino Students

  • Research Question 1: How is school ethnic composition, as measured by the proportion of same-ethnicity peers in a school and school ethnic diversity, related to social and academic outcomes among Latino students?

  • Research Question 2: Does the relation between school ethnic composition and social and academic outcomes among Latino students depend on other characteristics of the school context?

  • Research Question 3: Does the relation between school ethnic composition and social and academic outcomes among Latino students depend on the characteristics of students?

Accuracy and Inaccuracy in Teachers' Perceptions of Young Children's Cognitive Abilities: The Role of Child Background and Classroom Context

1. Are teachers more or less accurate in predicting the cognitive skills of students with particular sociodemographic backgrounds? One would expect a certain amount of inaccuracy in teacher perceptions of their students’ skills. But is this error in teacher estimates randomly distributed, or is it systematically related to children’s socio-demographic characteristics?

2. To what extent do teacher characteristics and classroom and school contexts explain teacher perceptual accuracy? For example, are experienced teachers’ better judges of their students’ skills? Are teacher perceptions more accurate in racially, socioeconomically, or academically homogeneous classrooms? In smaller versus larger classrooms? In public versus private schools?

3. How is teacher accuracy influenced by the interplay between student and teacher or classroom characteristics? For instance, are teachers more accurate in estimating the skills of students with whom they share a racial-ethnic back ground? Are teacher assessments of low-SES children less biased in smaller classrooms?

The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students.

What is the impact of school-, family-, and person-level affective or social psychological variables on math achievement for a nationally representative sample of Black high school students?

Texas Students' College Expectations: Does High School Racial Composition Matter?

The association between the racial composition of schools and Texas high school students’ educational expectations.

Individual and School Structural Effects on African American High School Students' Academic Achievement

Examined the extent to which individual-level and school structural variables predict academic achievement among a sample of 10th grade African American students abstracted from the National Educational Longitudinal Study (NELS) database.

Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92

This study examines the impact of schools on student achievement (mathematics, reading, and science) over time using national probability samples of high school seniors. Our objective is to determine whether schools ‘‘make a difference.’’

Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School

Whether racial and socioeconomic segregation is still contributing to the achievement differences among students.

The Relationship Between PreK-5 and K-5 Elementary School Size and Student Achievement of Grade 5 Students on the Mat7 in SC for the School Years 1996-97 and 1997-98

Determine whether a relationship exists between school size and student achievement in reading and in math in SC public elementary schools.

When Busing Ends: Resegregation and Inequality in an Urban School District

Examination of race and class segregation within one urban school district prior to and then after integration plans were dismantled.

Buying Homes, Buying Schools: School Choice and the Social Construction of School Quality

What are the choices of the parents who advocates feel are unfairly privileged in the existing educational system?

Relation of Parental Involvement, Empowerment, and School Traits to Student Academic Performance

What is the relation of parental involvement in education to student academic performance? What is the relation of parent perceptions of involvement and empowerment and school structural characteristics to student academic performance?