Do Differences in School Quality Matter More than We Thought? New Evidence on Educational Opportunity in the Twenty-First Century

Autor/inn/en	Jennings, Jennifer L.; Deming, David; Jencks, Christopher; Lopuch, Maya; Schueler, Beth E.
Titel	Do Differences in School Quality Matter More than We Thought? New Evidence on Educational Opportunity in the Twenty-First Century
Quelle	In: Sociology of Education, 88 (2015) 1, S.56-82 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040714562006
Schlagwörter	School Statistics; Educational Quality; Evidence; Educational Opportunities; Family Income; Racial Differences; Socioeconomic Influences; Outcomes of Education; Longitudinal Studies; Scores; College Attendance; High School Students; Institutional Characteristics; Demography; Student Records; Enrollment; Statistical Analysis; Correlation; Cohort Analysis; Comparative Analysis; Statistical Distributions; Statistical Data; Massachusetts; Texas + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Evidenz; Bildungsangebot; Bildungschance; Familieneinkommen; Rassenunterschied; Sozioökonomischer Faktor; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Demografie; Schülerakte; Einschulung; Statistische Analyse; Korrelation; Kohortenanalyse; Wahrscheinlichkeitsverteilung; Master-Studiengang
Abstract	Do schools reduce or perpetuate inequality by race and family income? Most studies conclude that schools play only a small role in explaining socioeconomic and racial disparities in educational outcomes, but they usually draw this conclusion based solely on test scores. We reconsider this finding using longitudinal data on test scores and four-year college attendance among high school students in Massachusetts and Texas. We show that unexplained differences between high schools are larger for college attendance than for test scores. These differences are arguably caused by differences between the schools themselves. Furthermore, while these apparent differences in high school effectiveness increase income disparities in college attendance, they reduce racial disparities. Social scientists concerned with schools' role in transmitting inequality across generations should reconsider the assumption that schools either increase or reduce all disparities and should direct attention to explaining why high schools' effects on specific outcomes and groups of students appear to vary so much. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01