Student Neighborhoods, Schools, and Test Score Growth: Evidence from Milwaukee, Wisconsin

Autor/inn/en	Carlson, Deven; Cowen, Joshua M.
Titel	Student Neighborhoods, Schools, and Test Score Growth: Evidence from Milwaukee, Wisconsin
Quelle	In: Sociology of Education, 88 (2015) 1, S.38-55 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040714561801
Schlagwörter	Scores; Socioeconomic Influences; Neighborhoods; Achievement Gains; Evidence; School Statistics; School Effectiveness; Educational Environment; Academic Achievement; Statistical Distributions; Predictor Variables; Public Schools; Student Characteristics; Institutional Characteristics; Weighted Scores; Robustness (Statistics); Statistical Analysis; Student Records; Elementary Secondary Education; Wisconsin + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Neighbourhoods; Nachbarschaft; Achievement gain; Leistungssteigerung; Evidenz; Schuleffizienz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Wahrscheinlichkeitsverteilung; Prädiktor; Public school; Öffentliche Schule; Widerstandsfähigkeit; Statistische Analyse; Schülerakte
Abstract	Schools and neighborhoods are thought to be two of the most important contextual influences on student academic outcomes. Drawing on a unique data set that permits simultaneous estimation of neighborhood and school contributions to student test score gains, we analyze the distributions of these contributions to consider the relative importance of schools and neighborhoods in shaping student achievement outcomes. We also evaluate the sensitivity of estimated school and neighborhood contributions to the exclusion of an explicit measure of the other context, indicating the extent to which bias may exist in studies where either measure is unavailable. Taken together, results of these analyses provide substantial insight into the influences of two of the most important contextual settings in students' lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01