School Sector and Student Achievement in the Era of Standards Based Reforms

Autor/inn/en	Carbonaro, William; Covay, Elizabeth
Titel	School Sector and Student Achievement in the Era of Standards Based Reforms
Quelle	In: Sociology of Education, 83 (2010) 2, S.160-182 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040710367934
Schlagwörter	Public Schools; Private Schools; Family Characteristics; Achievement Gains; Academic Achievement; Mathematics Skills; Grade 12; Catholic Schools; Accountability; Grade 10; Grade 11; Educational Change; Academic Standards; Achievement Gap; Longitudinal Studies; Advanced Courses; Mathematics Instruction; Comparative Analysis; Course Selection (Students) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Private school; Privatschule; Achievement gain; Leistungssteigerung; Schulleistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 12; 12. Schuljahr; Schuljahr 12; Katholische Schule; Verantwortung; School year 11; 11. Schuljahr; Schuljahr 11; Bildungsreform; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fortgeschrittenenunterricht; Mathematics lessons; Mathematikunterricht; Course selection; Student; Students; Kurswahl
Abstract	The authors examine whether standards based accountability reforms of the past two decades have closed the achievement gap among public and private high school students. They analyzed data from the Education Longitudinal Study (ELS) to examine sector differences in high school achievement in the era of standards based reforms. The authors found that students in Catholic and private secular schools enjoy greater math gains from 10th to 12th grade than comparable public school students. However, they found that these advantages are largely concentrated among more advanced math skills. Moreover, private school students took more academic math courses than public school students, even after controlling for family background and prior achievement. These differences in course taking accounted for most of the public-private difference in achievement gains. (Contains 6 tables and 19 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10