Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality?

Autor/inn/en	Carbonaro, William; Lauen, Douglas L.; Levy, Brian L.
Titel	Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality?
Quelle	In: Sociology of Education, 96 (2023) 2, S.81-103 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carbonaro, William) ORCID (Lauen, Douglas L.) ORCID (Levy, Brian L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/00380407221147889
Schlagwörter	Poverty; Disadvantaged Schools; Grade 8; Mathematics Tests; Reading Tests; Scores; Educational Environment; Equal Education; Time Factors (Learning); Achievement Gap; Elementary Education; Socioeconomic Influences; Middle Schools; North Carolina + Suchen Sie Ihr Suchwort? Armut; School year 08; 8. Schuljahr; Schuljahr 08; Lesetest; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementarunterricht; Sozioökonomischer Faktor; Middle school; Mittelschule; Mittelstufenschule
Abstract	Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that permits proper adjustment for time-varying confounding. Unlike panel data studies using student fixed effects, which often report close to null findings, we find evidence of modest but significant negative effects of school poverty composition on eighth-grade reading and math test scores in models that control for third-grade test scores and baseline treatment status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01