Do schools reduce or exacerbate inequality? How the associations between student achievement and achievement growth influence our understanding of the role of schooling
| Autor: | Dumont, Hanna, Ready, Douglas |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
School
Leistungssteigerung Mathematics Achievement Socioeconomic situation Erziehung Schul- und Bildungswesen Ungleichheit education Primary school lower level Ferien Einflussfaktor School year 01 Elementary School Kindergarten School year 02 Education Bildungssoziologie ddc:370 Social origin Empirische Bildungsforschung Schuljahr 01 Sozioökonomische Lage Schuljahr 02 Grundschule USA Lesekompetenz Zusammensetzung Holidays Primary school Achievement gain Schule Soziale Herkunft Schülerleistung Reading competence Longitudinal analysis Ethnische Gruppe Mathematische Kompetenz Längsschnittuntersuchung Nursery school Student achievement Socioeconomic position Rasse Mathematics skills Latente Wachstumskurvenmodelle Vergleich Longitudinal study Pupil achievement |
| Zdroj: | American educational research journal 57 (2020) 2, S. 728-774 |
| ISSN: | 2010-2011 |
| Popis: | This article explores how the associations between student achievement and achievement growth influence our understanding of the role schools play in academic inequality. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K:2011), we constructed parallel growth and lagged score models within both seasonal learning and school effects frameworks to study how student- and school-level socioeconomic and racial/ethnic backgrounds relate to student learning. Our findings suggest that seasonal comparative scholars, who generally argue that schools play an equalizing role, and scholars focused on school compositional effects, who typically report that schools exacerbate inequality, come to these contrasting findings not only because they ask different questions but also because they treat student initial achievement differently when modeling student learning. (DIPF/Orig.) |
| Databáze: | OpenAIRE |
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