School Quality and the Black-White Achievement Gap

Autor/inn/en	Hanushek, Eric A.; Rivkin, Steven G.
Institution	University of Arkansas, Education Working Paper Archive
Titel	School Quality and the Black-White Achievement Gap
Quelle	(2007), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade Repetition; Academic Achievement; Racial Differences; African American Students; White Students; Achievement Gap; Age Differences; Teaching Experience; Student Attrition; Special Education; Special Needs Students; Disproportionate Representation; Educational Quality; Elementary School Students; Middle School Students; Gender Differences; Peer Influence; Educational Environment; Educational Attainment; Employment Level; Scores; Mathematics Achievement; Reading Achievement; Texas; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Schulleistung; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied; Schülerbeurlaubung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Quality of education; Bildungsqualität; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Geschlechterkonflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Substantial uncertainty exists about the impact of school quality on the black-white achievement gap. Our results, based on both Texas Schools Project (TSP) administrative data and the Early Childhood Longitudinal Survey (ECLS), differ noticeably from other recent analyses of the black-white achievement gap by providing strong evidence that schools have a substantial effect on the differential. The majority of the expansion of the achievement gap with age occurs between rather than within schools, and specific school and peer factors exert a significant effect on the growth in the achievement gap. Unequal distributions of inexperienced teachers and of racial concentrations in schools can explain all of the increased achievement gap between grades 3 and 8. Moreover, non-random sample attrition for school changers and much higher rates of special education classification and grade retention for blacks appears to lead to a significant understatement of the increase in the achievement gap with age within the ECLS and other data sets. (Contains 20 tables, 2 figures and 42 footnotes.) An appendix is included which develops the decomposition presented in equation (1). [Support for this work has been provided by the Packard Humanities Institute.] (As Provided).
Anmerkungen	Education Working Paper Archive. Department of Education Reform, University of Arkansas, 201 Graduate Education Building, Fayetteville, AR 72701. Tel: 479-575-3172; Fax: 479-575-3196; e-mail: edreform@uark.edu; Web site: http://www.uark.edu/ua/der/EWPA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10