Do Public Schools Disadvantage Students Living in Public Housing? Working Paper #09-08

Autor/inn/en	Schwartz, Amy Ellen; McCabe, Brian J.; Ellen, Ingrid Gould; Chellman, Colin
Institution	New York University, Institute for Education and Social Policy (IESP)
Titel	Do Public Schools Disadvantage Students Living in Public Housing? Working Paper #09-08
Quelle	(2009), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Housing; Disadvantaged Youth; Poverty; Low Income Groups; Minority Group Children; Institutional Characteristics; Elementary Schools; Middle Schools; Urban Schools; Elementary School Students; Middle School Students; Comparative Analysis; Educational Resources; Student Characteristics; Academic Achievement; Standardized Tests; Scores; Statistical Analysis; Mathematics Achievement; Reading Achievement; Grade 5; New York; California Achievement Tests; California Test of Basic Skills + Suchen Sie Ihr Suchwort? Sozialer Wohnungsbau; Benachteiligter Jugendlicher; Armut; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle schools; Student; Students; Schüler; Schülerin; Bildungsmittel; Schulleistung; Standadised tests; Standardisierter Test; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	In the United States, public housing developments are predominantly located in neighborhoods with low median incomes, high rates of poverty and disproportionately high concentrations of minorities. While research consistently shows that public housing developments are located in economically and socially disadvantaged neighborhoods, we know little about the characteristics of the schools serving students in these neighborhoods. In this paper, we examine the characteristics of elementary and middle schools attended by students living in public housing developments in New York City. Using the proportion of public housing students attending each elementary and middle school as our weight, we calculate the weighted average of school characteristics to describe the "typical" school attended by students living in public housing. We then compare these characteristics to those of the typical school attended by other students throughout the city in an effort to assess whether public schools systematically disadvantage students in public housing in New York City. Our results are decidedly mixed. On one hand, we find no large differences between the resources of the schools attended by students living in public housing and the schools attended by their peers living elsewhere in the city; on the other hand, we find significant differences in student characteristics and outcomes. The typical school attended by public housing students has higher poverty rates and lower average performance on standardized exams than the schools attended by others. These school differences, however, fail to fully explain the performance disparities: we find that students living in public housing score lower, on average, on standardized tests than their schoolmates living elsewhere- even though they attend the same school. These results point to a need for more nuanced analyses of policies and practices in schools, as well as the outside-of-school factors that shape educational success, to identify and address the needs of students in public housing. (As Provided).
Anmerkungen	Institute for Education and Social Policy. New York University, Joseph and Violet Pless Hall, 82 Washington Square East, New York, NY 10003. Tel: 212-998-5880; Fax: 212-995-4564; e-mail: iesp@nyu.edu; Web site: http://steinhardt.nyu.edu/iesp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01