– Findings suggest that a student’s elementary SES composition has a legacy effect on middle school achievement growth net of his
or her own achievement growth and middle school SES composition.
– SES composition effects differ depending on the timing of exposure and a student’s individual free and reduced lunch (FRL) status.
– Findings suggest that early education contexts are critical for math achievement growth in general.
– The authors’ findings show that school segregation by socioeconomic status is problematic for achievement growth for
– Disadvantages from the elementary school context carry over to the middle school context, and the SES composition effect of students’ middle school depends on students’ prior school experiences.
How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers
– Findings suggest that a student’s elementary SES composition has a legacy effect on middle school achievement growth net of his
1.Are charters with different academic models located in different demographic contexts, as measured by the types of students attending those charters and their neighboring TPSs?
2.How does the student composition of charters with a given academic model differ from those of their neighboring TPSs?
3.How uniform are the patterns of differences between charters with a given academic model and their neighboring TPSs?
– 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?
In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools
1) How do eight inclusive (nonselective) urban public (non-charter) high schools (two STEM-focused and two comprehensive, traditionally structured) approach and organize opportunities for STEM for low-income historically underrepresented minorities? 2) What written and enacted opportunity structures are available, over a three-year time span (2010-2013), for high-achieving (top track) students at the four STEM-focused schools? 3) How do select teachers and counselors perceive available opportunity structures? 4) How do these opportunity structures position high-achieving students for further study and a career in STEM?
What is the average gap at different ranges of Black student density, with and without accounting for student and school characteristics?
Growing the Roots of STEM Majors: Female Math and Science High School Faculty and the Participation of Students in STEM
What is the role of the demographics of high school faculty, more specifically the proportion of female math and science teachers, on college students’ decisions to declare and/or major in STEM?
School Choice, Racial Segregation, and Poverty Concentration: Evidence from Pennsylvania Charter School Transfers
1)To what extent are students and schools affected by movement between charter schools and traditional public schools (TPS)? 2) Are student transfers from TPS to brick and mortar (B&M) charter schools associated with increasing racial isolation? How does this vary by geography? 3) Are student transfers from TPSs to charter schools associated with increasing exposure to low-income students? 3) How does this vary by geography? 4) What are the demographic characteristics of the TPSs from which cyber students transfer?
Can Class-Based Substitute for Race-Based Student Assignment Plans? Evidence from Wake County, North Carolina.
1. Were Wake County schools more racially integrated under the race-based or the socioeconomic-based pupil assignment plan? 2. Was overall student achievement higher under the race-based or socioeconomic-based plan? 3. Did achievement gaps increase or decrease under the race-based or socioeconomic-based plan? 4. Was school racial composition correlated with changes in performance under the race-based or socioeconomic assignment plan?
High School Socioeconomic Composition and College Choice: Multilevel Mediation Via Organizational Habitus, School, Practices, Peer and Staff Attitudes
1) Is high school socioeconomic composition (SEC) predictive of students’ college choice?
2) Does SEC have a direct effect on college choice and indirect effects mediated by college choice organizational habitus (CCOH) related school practices and peer, family, and staff attitudes?
3) To what degree do direct and indirect effects of SEC depend on student and school input characteristics?
Do teachers’ instructional practices differentially affect the mathematics achievement of kindergarten students whose backgrounds differ in terms of their race/ethnicity, socioeconomic status (SES), and mathematic academic readiness?
This study evaluates the effects of classroom peers on standardized testing achievement for all third- and fourth-grade students in the Philadelphia School District over 6 school years.
Inequality in Children's Contexts: Trends and Correlates of Economic Segregation Between School Districts, 1990-2010
How segregated are schools in the 100 largest metropolitan areas by income from the 1990s to the late 2000s? What are possible causes for segregation between the school districts?
What factors explain the achievement gap between Belgiums two major linguistic communities : French and Dutch ?
How does exposure to classroom poverty affect student test achievement?
Social Class and the STEM Career Pipeline: An Ethnographic Investigation of Opportunity Structures in High-Poverty Versus Affluent High School
1) What are the mechanisms through which high school opportunity structures link to student choice of STEM major and college destination? 2) To what extent and in what ways do high school opportunity structures differ in schools with a large upper/middle class White population versus a comprehensive urban school (with a STEM focus) with a high population of poor and working class students of color? 3) To what extent do the mechanisms through which the high school opportunity structures link to college major choice and college destination differ in the two schools under investigation?
The authors examine variation in college persistence according to the economic composition of high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success.
1) To what degree do student attainment, academic and family background, and school factors vary in low, medium, and high SEC schools? 2) What is the total effect of socioeconomic composition (SEC) on each attainment outcome and to what degree do student factors, peer influences, and school effects mediate the SEC-attainment associations? 3) Is the effect of SEC consistent for students from different SES and ethnic backgrounds?
1) What is the extent of racial, socioeconomic, and linguistic segregation among U.S. high schools? 2) To what degree are student’s cognitive and non-cognitive skills due to school effects and to individual differences among students? 3) What are the relative magnitudes of the effects of socioeconomic, racial, and linguistic segregation on cognitive and non-cognitive skills compared with the effects of student socioeconomic status, ethnic background, and English language status? 4) To what degree does each of three school mechanisms (school inputs, peer influences, and school practices) mediate the effects of school segregation?
1) What is the effect of SES integration on outcomes? 2) Is SES integration a cost effective strategy for diversity? 3) Is SES integration a cost effective strategy for school improvement?
1) Does the High School Equalization Policy (HSEP) relate to the separation of low and high SES students between schools? 2) Does school’s socioeconomic composition relate to student achievement?
A Comparison of Academic Achievement and Adherence to the Common School Ideal in Public and Catholic School
1) Does the academic advantage that was observed in Catholic high schools more than two decades ago continue to hold for contemporary students in Catholic middle schools? 2) How closely do difference school sectors adhere to the common school ideal?
Extends previous research regarding gender differences in the effect of peer SES on reading and math scores among 4th grade Chicago Public School students
Offer a social science rationale for Justice Kennedy’s view about narrow tailoring issues and suggesting several approaches to desegregation plans that may meet narrow tailoring requirement.
Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?
Assess the degree to which social context and race/ethnic composition- in neighborhoods and schools- affect the reading achievement growth of young children.
Reanalysis and reconceptualization of the Coleman report through a 2-level hierarchical linear model.
Extent to which neighborhoods’ % white is replicated across generations & the extent to which HS’ & colleges’ percent white mediates this relationship.
This study examined both student and school predictors of science achievement as measured by a high-stakes state test.
Using data from the National Longitudinal Study of Adolescent Health, the author analyzes how school and neighborhood contexts are jointly related to high school and college graduation.
Examines variation in ADHD compositional effects as a function of key school factors on reading achievement, mathematics achievement, and teacher-reported levels of externalizing behavior.
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?
- The authors seek to examine whether Flemish ethnic concentration in secondary schools has the detrimental effects on immigrant students’ performance as some claim.
- Is there an association between ethnic school composition and immigrant students’ intention to finish high school and their plans to move on to higher education?
Examine the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science.
Examines how peer networks impact educational achievement and attainment.
Identify the relative contributions of changing family and school characteristics to the narrowing of the gap in black-white test scores over decades.
Gain a better understanding of equitable and successful teaching by analyzing Railside’s success.
Measure segregation in terms of uneveness in racial enrollment patterns both between schools and within schools.
On the Determinants and Implications of School Choice: Comments Semi-Structural Simulations for Chile
Studies the effects of school choice on bothstudent welfare and socioeconomic segregation.
If amicus briefs are to bring relevant social science evidence to the attention of the Court in educational rights litigation, which research studies should be summarized and interpreted in the briefs?
- To what extent did subunit themes emphasize students’ disparate occupational and educational futures over their common social and academic needs?
- What rationales did students offer for their subunit selections, and how did their choices reflect their interests, motivations, social backgrounds, and academic abilities?