Operationalizing the Intersection of Racial and Socioeconomic Diversity in Predicting School-Level Academic Achievement

Autor/in	Wisman, R. Aaron
Titel	Operationalizing the Intersection of Racial and Socioeconomic Diversity in Predicting School-Level Academic Achievement
Quelle	In: Education and Urban Society, 52 (2020) 6, S.927-961 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124519894989
Schlagwörter	Public Schools; Student Diversity; Socioeconomic Status; Racial Composition; Academic Achievement; Prediction; Measurement Techniques; Educational Environment; School Desegregation; Urban Schools; Court Litigation; Student Placement; Poverty; Race; English Language Learners; Special Education; Student Mobility; Institutional Characteristics; Teacher Characteristics; Elementary Schools; Middle Schools; High Schools; Kentucky (Louisville) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Schulleistung; Vorhersage; Messtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Integrative Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rechtsstreit; Schülerpraktikum; Armut; Rasse; Abstammung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	Since "Meredith v. Jefferson County Board of Education" et al., school districts seeking to voluntarily integrate schools have designed a host of metrics to structure within-school diversity using characteristics of students' neighborhoods rather than the race of individual students. This study utilizes a correlational-multiple regression design to investigate the efficacy of one such measure of socioeconomic/racial diversity, the diversity index (DI) of Jefferson County Public Schools, in predicting the aggregate academic achievement of students within a school. Moreover, this study seeks to compare the relative efficacy of the DI with other common measures of socioeconomic and racial diversity analogous to component factors of the DI. Metrics such as the DI provide an opportunity for researchers to better understand the intersections of poverty and race as well as their relationship with academic achievement. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01