Changing Diversity in U.S. Schools: The Impact on Elementary Student Performance and Achievement

Autor/in	Clayton, Jennifer K.
Titel	Changing Diversity in U.S. Schools: The Impact on Elementary Student Performance and Achievement
Quelle	In: Education and Urban Society, 43 (2011) 6, S.671-695 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510380909
Schlagwörter	Elementary School Students; Race; Teacher Effectiveness; Poverty; Racial Segregation; Academic Achievement; Program Effectiveness; White Students; Student Diversity; Hispanic American Students; African American Students; Socioeconomic Status; Disadvantaged Schools; Statistical Analysis; Prediction; Achievement Gap; Virginia + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Armut; Rassentrennung; Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Vorhersage
Abstract	Schools in the United States have experienced changes in their demographic profile during the last half century. During this changing time, schools have experienced court-involved desegregation and have experienced fluctuations in their populations with regard to both race and socioeconomic status. Existing studies on segregation have focused primarily on Black and White students, neglecting the increasing Hispanic population of U.S. schools. This study provides more data to the expanding research on the impact of diversity on student performance. The study examines whether diversity and teacher quality of a school can predict academic performance on state-mandated tests, while controlling for school level poverty. In this quantitative study, the researcher also analyzes whether a difference exists between the predictability of pass rates and advanced pass rates for African American, Hispanic, and White students in Virginia's elementary schools. The data reveal that the impact of poverty is difficult to disentangle from the issues of diversity and teacher quality but that differences exist among student racial groups in their academic performance response based on school-level poverty, diversity, and teacher quality. (Contains 1 note and 13 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10