Examining the Effects of School Composition on North Carolina Student Achievement over Time

Autor/in	Southworth, Stephanie
Titel	Examining the Effects of School Composition on North Carolina Student Achievement over Time
Quelle	In: Education Policy Analysis Archives, (2010) 18, (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Effectiveness; Poverty; Reading Achievement; Grade 8; Racial Composition; Mathematics Achievement; Racial Factors; Grade 4; Grade 6; Student Characteristics; Family Influence; Educational Environment; Teacher Competencies; Educational Resources; Equal Education; Class Size; Expenditure per Student; Gender Differences; Socioeconomic Influences; Extracurricular Activities; Academically Gifted; Prior Learning; Access to Computers; Television Viewing; Parent Influence; Educational Attainment; Homework; North Carolina + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Armut; Leseleistung; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst; Bildungsmittel; Klassengröße; Geschlechterkonflikt; Sozioökonomischer Faktor; Außerunterrichtliche Aktivität; Vorkenntnisse; Fernsehkonsum; Bildungsabschluss; Bildungsgut; Hausaufgabe
Abstract	This study explores the effects of school-level characteristics on North Carolina students' reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of educational opportunities to all children in North Carolina schools. (Contains 12 tables, 3 footnotes and 2 figures.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10