Diversity in Education
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2018 - How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers

Attribution: Langenkamp, Amy G. & Carbonaro, William
Researchers: Amy G. LangenkampWilliam Carbonaro
University Affiliation: Notre Dame University
Email: alangenk@nd.edu
Research Question:
- How does changing socioeconomic status (SES) composition affect students’ math achievement growth after the transition to middle school? - Hypothesis 1: Elementary school percentage FRL will have a weaker negative effect on achievement growth than middle school percentage FRL. - Hypothesis 2: The effect of school SES composition will differ depending on students’ own FRL status. - Hypothesis 3: Elementary school SES composition will affect student achievement in middle school net of the SES composition of the middle school
Published: Yes
Journal Name or Institutional Affiliation: Sociology of Education
Journal Entry: 91(4), 358-378
Year: 2018
Findings:

– 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
all students.
– 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.

Scholarship Types: Journal Article Reporting Empirical ResearchKeywords: Academic AchievementMathMiddle SchoolSESSES CompositionRegions: MidwestMethodologies: QuantitativeResearch Designs: Administrative DataAnalysis Methods: Fixed Effect Models Sampling Frame:A cohort of students from Indiana public schools beginning in 2009
Sampling Types: all inclusiveAnalysis Units: SchoolStudentData Types: Quantitative-Longitudinal
Data Description:

The authors draw on life course theory concepts of transitions and cumulative advantage to better understand how the school context of a student’s elementary school may create a legacy of educational experiences that follow him or her as they transition to a new school.

 

– The authors use administrative panel data from Indiana public schools for a cohort of students who began third grade in 2009 and were retested each year through 2014.

Ivs: Elementary and middle school SES composition

Dvs: Math achievement growth

Theoretical Framework:
Relevance:K-12 Diversity
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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