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2011 - Gender Differences in the Effect of Peer SES: Evidence from a Second Quasi-Experimental Case Study

Attribution: Legewie, Joscha, & DiPrete, Thomas A.
Researchers: Joscha LegewieThomas A. DiPrete
University Affiliation: Columbia University
Email: Jpl2136@columbia.edu
Research Question:
Extends previous research regarding gender differences in the effect of peer SES on reading and math scores among 4th grade Chicago Public School students
Published: 0
Journal Name or Institutional Affiliation: N/A
Journal Entry: N/A
Year: 2011
Findings:
  • SES composition indicate positive effect of about 0.15 standard deviations for the raw score and about 0.08 (reading) and (0.11) math for the gain scores
  • Interaction between peer SES and female is negative and significant in all four models
Keywords: ClimateEnvironmentFundingGenderMathPublic SchoolsReadingSESSES CompositionRegions: MidwestMethodologies: QuantitativeResearch Designs: Quasi-ExperimentAnalysis Methods: Fixed Effects Regression Models Sampling Frame:Chicago public schools
Sampling Types: PopulationAnalysis Units: StudentData Types: Quantitative-Panel Data
Data Description:
  • Longitudinal database from Chicago Public Schools (CPS) system including the following three components: (a) administrative records for all CPS students from 1993/94-2005/06 including demographic data. (b) Test file records including Iowa Test of Basic Skills (ITBS) in reading/math and Tests of Achievement and Proficiency in reading and math. (c) Surveys conducted by Consortium on Chicago School Research at the University of Chicago with measures including school-related attitudes and behavior, school climate, etc. Sample used included 200,000 students in grade 4 from the 1996/97 to 2004/05 school years who did not change schools in the 4th grade and participated in the ITBS; some years were excluded due to analysis strategy.
  • DV: Reading test scores, math test scores
  • IV: Prior achievement (3rd grade), gender, family SES background measured as free lunch qualification and mother’s education, race, age, change of schools; Ivs measured at school-grade-year level, SES composition 4th grade, prior SES composition at 1st grade
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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