Within-District Effects of Catholic Schooling on 12th-Grade Math Achievement

Autor/inn/en	Chen, Vivien W.; Pong, Suet-Ling
Titel	Within-District Effects of Catholic Schooling on 12th-Grade Math Achievement
Quelle	In: Journal of School Choice, 8 (2014) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2014.875406
Schlagwörter	Mathematics Achievement; Catholic Schools; Grade 12; School Districts; Longitudinal Studies; Statistical Significance; School Choice; Secondary Education; Scores; Student Records; School Statistics; School Surveys; Predictor Variables; Urban Areas; Suburban Schools; Weighted Scores; Student Characteristics; Matched Groups + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Katholische Schule; School year 12; 12. Schuljahr; Schuljahr 12; School district; Schulbezirk; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Choice of school; Schulwahl; Sekundarbereich; Schülerakte; Prädiktor; Urban area; Stadtregion; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	Using a propensity score matching method, and regression modeling based on the 2002 Education Longitudinal Study, this study found a significant Catholic school, mathematics achievement effect among those 12th graders who were least likely to attend Catholic school. This result is evident within districts after we used the School District Demographics System map data to locate Catholic schools within school district boundaries. Furthermore, the Catholic school effects were statistically significant for students in districts that allowed publicly funded private education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10