Student, Neighborhood, and School Factors and Their Association with College Readiness: Exploring the Implementation of a Race- and Socioeconomic-Based Student Assignment Plan

Autor/inn/en	Herberger, Gregory; Immekus, Jason; Ingle, W. Kyle
Titel	Student, Neighborhood, and School Factors and Their Association with College Readiness: Exploring the Implementation of a Race- and Socioeconomic-Based Student Assignment Plan
Quelle	In: Education and Urban Society, 52 (2020) 3, S.459-488 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ingle, W. Kyle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124519858128
Schlagwörter	Neighborhoods; College Readiness; Race; Socioeconomic Background; Student Placement; Educational Planning; School Desegregation; Student Diversity; Urban Schools; Public Schools; College Entrance Examinations; Lunch Programs; Racial Composition; Predictor Variables; Career Readiness; African American Students; White Students; Racial Differences; Scores; Court Litigation; Board of Education Policy; ACT Assessment + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Rasse; Abstammung; Sozioökonomische Lage; Schülerpraktikum; Bildungsplanung; Integrative Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Aufnahmeprüfung; Mittagessen; Prädiktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Rechtsstreit; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	In response to the "Meredith v. Jefferson County Board of Education" Supreme Court decision, Jefferson County Public Schools (JCPS) reconfigured the district's race-based student assignment and implemented a race- and socioeconomic-based student assignment plan. Using hierarchical linear multiple regression, this study examined students' backgrounds and school composition factors within a race- and socioeconomic-based assignment plan to determine their relationship with college and career readiness as measured by the ACT. We found that student race, participation in the National School Lunch Program (NSLP), ACT PLAN performance, school composition, and neighborhood category were the largest and most consistent factors for predicting college and career readiness. African American students were at a disadvantage in each model compared with White students. Participation in NSLP was negatively associated with student performance compared with non-NSLP students, and PLAN scores positively predicted ACT performance. School composition was found negatively associated with ACT performance (Title I compared with non-Title I schools), and Category 1 and Category 2 neighborhoods were negatively associated with ACT scores compared with Category 3 neighborhoods. We conclude by discussing implications for policy, practice, and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01