- Descriptive Statistics: There were significant gaps in school mean SES
between HSEP and non-HSEP regions, more favoring the HSEP regions (.15) than the non-HSEP regions (-.24).
- Between School Variances in SES: There are smaller between-school variances in SES in the regions of HSEPimplementation than in the regions of non-HSEP implementation.
- Likelihood of Attending Higher SES Schools: Students from a disadvantaged background in the regions of HSEP implementation were less likely than their counterparts from a similar background in the regions of non-HSEP implementation to be separated into low SES schools.
- The Relationship Between School SES and Student Achievement: Mean school SES was significantly related to school achievement in both regions of HSEP and non-HSEP implementation. One unit increase in mean school SES was associated with an increase of approximately 11 points and 16 points in the reading achievement grade in HSEP regions and non-HSEP regions, respectively. When all metropolitan and rural areas were excluded, mean school SES was insignificantly related to
student achievement in the regions of HSEP implementation, whereas it
remained significant for the regions of non-HSEP implementation.
- Socioeconomic composition of a school students attended was importation to predict student achievement in the regions of non-HSEP implementation, but this was not the case in the HSEP regions.