Measuring Student Socioeconomic Status: Toward a Comprehensive Approach. School Finance Series

Autor/in	Cookson, Peter W., Jr.
Institution	Learning Policy Institute
Titel	Measuring Student Socioeconomic Status: Toward a Comprehensive Approach. School Finance Series
Quelle	(2020), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Measurement Techniques; Socioeconomic Status; Economically Disadvantaged; Low Income Groups; Lunch Programs; Eligibility; Poverty; Public Schools; Certification; Welfare Services; Elementary Secondary Education; Massachusetts + Suchen Sie Ihr Suchwort? Messtechnik; Socio-economic status; Sozioökonomischer Status; Mittagessen; Eignung; Armut; Public school; Öffentliche Schule; Abschlusszeugnis; Zertifizierung; Fürsorgeeinrichtung; Master-Studiengang
Abstract	Accurately measuring the family incomes of students is essential to allocating school resources that meet the educational needs of all students, particularly the needs of students from low-income families. With the onset of the COVID-19 health and economic crisis, the need to accurately assess the financial condition of families who are suffering a loss of income and employment has taken on new and urgent importance. Public school districts are experiencing a significant loss of funding, making them more dependent on federal dollars to meet children's needs. Measuring student socioeconomic status (SES) accurately is essential if schools educating students from low-income and impoverished families are to receive the funds they need to offer quality education to those students furthest from opportunity. The Free and Reduced-Price Lunch (FRPL) program has been the most commonly used measure of student poverty in the United States, but that is changing. This report examines the limitations of FRPL as a sole proxy for student poverty and the shift away from its use. It considers "direct certification," a newer process for determining students' eligibility for free or reduced-price meals, Title I-sponsored student services, and other programs. This report offers several considerations for state policymakers who are seeking to accurately count students from low-income families through the direct certification process. The report concludes with a call for the continuous development of up-to-date, comprehensive measures of students' SES that will better serve the needs of policymakers, researchers, educators, and families. (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01