2012 - How Resource Inequality Among High Schools Reproduces Class Advantages in College Destinations

Attribution: Klugman, Joshua
Researchers: Joshua Klugman
University Affiliation: Temple University
Email: klugman@temple.edu
Research Question:
What is the role of schools' resources in mediating the effects of family SES on students' postsecondary destinations?
Published: 1
Journal Name or Institutional Affiliation: Research in Higher Education
Journal Entry: Vol. 53, No. 8, Pp. 803-830
Year: 2012
Findings:
  1. High SES students attend schools advantaged in programmatic resources such as AP and IB subjects and sports offerings, teachers with graduate degrees and social resources in the form of high SES and high resources student bodies.
  2. High family SES is associated with attending a private school over a public one and is negatively associated with attending a high school In a rural area.
  3. The results show significant positive effects of Family SES on all marks of distinction except for IB subject taking.
  4. Social resources, in the form of the socioeconomic composition of other students, are associated with higher scores on the SAT/ACT exam (an effect which is even larger than that of family SES), but are not associated with any other mark of distinction.
  5. School resource significantly mediate the effect of family SES on all marks of distinction except IB subject taking and extracurricular activities.
Keywords: CollegeFundingSESRegions: NationalMethodologies: QuantitativeResearch Designs: Secondary DataAnalysis Methods: Regression Sampling Frame:Cohort who entered college in the mid-2000s
Sampling Types: RandomAnalysis Units: StudentData Types: Quantitative
Data Description:
  • DV: College Destinations categorized into a five category scheme, no post-secondary education, 2-year college, 4 -year non selective college, 4- year selective colleges, 4-year more selective colleges as determined by the Admissions Competitiveness index.
  • IV: SES is a composite measure, provided by NCES includes parents education levels, occupations, and family income measured when students were In the 10th grade; School AP and School IB subjects from ELS course offering file; proportion of teachers with graduate degrees; other students SES; other students test scores; school sector; school location; number of AP/IB subject taking according to students transcript; and controls for selection into high school.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts