Academic Mobility in U.S. Public Schools: Evidence from Nearly 3 Million Students. Working Paper No. 227-0220-2

Autor/inn/en	Austin, Wes; Figlio, David; Goldhaber, Dan; Hanushek, Eric A.; Kilbride, Tara; Koedel, Cory; Lee, Jaeseok Sean; Luo, Jin; Özek, Umut; Parsons, Eric; Rivkin, Steven G.; Sass, Tim R.; Strunk, Katharine O.
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Academic Mobility in U.S. Public Schools: Evidence from Nearly 3 Million Students. Working Paper No. 227-0220-2
Quelle	(2021), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; School Districts; Social Mobility; Socioeconomic Status; Geographic Regions; Elementary Secondary Education; Socioeconomic Influences; Public Schools; Standardized Tests; Scores; Mathematics Achievement; Language Arts; Student Mobility; Racial Differences; Ethnicity; Grade 3; Grade 8; High School Graduates; Graduation; Georgia; Massachusetts; Michigan; Missouri; Oregon; Texas; Washington; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Schulleistung; School district; Schulbezirk; Soziale Mobilität; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Public school; Öffentliche Schule; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Rassenunterschied; Ethnizität; School year 03; 3. Schuljahr; Schuljahr 03; School year 08; 8. Schuljahr; Schuljahr 08; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Abschluss; Graduierung; Master-Studiengang; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	There is empirical evidence of substantial heterogeneity in economic mobility across geographic areas and the efficacy of schools has been suggested as an explanatory factor. Using administrative microdata from seven states covering nearly 3 million students, we explore the potential role of schools in promoting economic mobility by estimating cross-district variation in "academic mobility"--a term we use to describe the extent to which students' ranks in the distribution of academic performance change during their schooling careers. We show that there exists considerable heterogeneity in academic mobility across school districts. However, after aggregating our district-level measures of academic mobility to the commuting-zone level and merging them with geographically matched external estimates of economic mobility, we find little scope for geographic differences in academic mobility to meaningfully account for differences in economic mobility. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01