Literaturnachweis - Detailanzeige
Autor/inn/en | Hanushek, Eric A.; Rivkin, Steven G. |
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Institution | University of Arkansas, Education Working Paper Archive |
Titel | School Quality and the Black-White Achievement Gap |
Quelle | (2007), (55 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Grade Repetition; Academic Achievement; Racial Differences; African American Students; White Students; Achievement Gap; Age Differences; Teaching Experience; Student Attrition; Special Education; Special Needs Students; Disproportionate Representation; Educational Quality; Elementary School Students; Middle School Students; Gender Differences; Peer Influence; Educational Environment; Educational Attainment; Employment Level; Scores; Mathematics Achievement; Reading Achievement; Texas; Early Childhood Longitudinal Survey Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Schulleistung; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied; Schülerbeurlaubung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Quality of education; Bildungsqualität; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Geschlechterkonflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsabschluss; Bildungsgut; Beschäftigungsgrad; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung |
Abstract | Substantial uncertainty exists about the impact of school quality on the black-white achievement gap. Our results, based on both Texas Schools Project (TSP) administrative data and the Early Childhood Longitudinal Survey (ECLS), differ noticeably from other recent analyses of the black-white achievement gap by providing strong evidence that schools have a substantial effect on the differential. The majority of the expansion of the achievement gap with age occurs between rather than within schools, and specific school and peer factors exert a significant effect on the growth in the achievement gap. Unequal distributions of inexperienced teachers and of racial concentrations in schools can explain all of the increased achievement gap between grades 3 and 8. Moreover, non-random sample attrition for school changers and much higher rates of special education classification and grade retention for blacks appears to lead to a significant understatement of the increase in the achievement gap with age within the ECLS and other data sets. (Contains 20 tables, 2 figures and 42 footnotes.) An appendix is included which develops the decomposition presented in equation (1). [Support for this work has been provided by the Packard Humanities Institute.] (As Provided). |
Anmerkungen | Education Working Paper Archive. Department of Education Reform, University of Arkansas, 201 Graduate Education Building, Fayetteville, AR 72701. Tel: 479-575-3172; Fax: 479-575-3196; e-mail: edreform@uark.edu; Web site: http://www.uark.edu/ua/der/EWPA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |