An Exploration of the Use of Socioeconomic Census Data To Predict Achievement and Evaluate the Effects of Concentrated Urban Poverty Among Elementary Schools in a Big City. Final Report.

Autor/inn/en	Levine, Daniel U.; und weitere
Institution	Missouri Univ., Kansas City. Center for the Study of Metropolitan Problems in Education.
Titel	An Exploration of the Use of Socioeconomic Census Data To Predict Achievement and Evaluate the Effects of Concentrated Urban Poverty Among Elementary Schools in a Big City. Final Report.
Quelle	(1973), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Census Figures; Elementary Schools; Poverty; Predictor Variables; Socioeconomic Influences; Statistical Analysis; Urban Areas + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Volkszählung; Elementary school; Grundschule; Volksschule; Armut; Prädiktor; Sozioökonomischer Faktor; Statistische Analyse; Urban area; Stadtregion
Abstract	The major purpose of this study was to determine whether data from the 1970 Census could be used to account for at least 70 percent of the variance in grade-level achievement scores in the elementary schools of a big city, without including variables directly denoting race or ethnicity. This goal was attained when it was found that a regression equation, using four variables from the Third Count (block statistics) of the Census, accounted for 75 percent of the variance in 6th grade achievement scores in a sample of 122 elementary schools in Chicago. The four variables (Per Cent of Females Separated; Per Cent of Families Which Lack One or More Plumbing Facilities; Per Cent of Units With Six Persons or More; and Per Cent Owner Occupied Units) also provided the basis for exploratory analysis with a number of additional variables. Separate analysis with a sub-sample of 50 black schools showed that Per Cent of Females Separated did not contribute independently in predicting achievement levels in these schools. The results are discussed in terms of the possibility that concentrations of urban poverty signify social and institutional disorganization over and beyond the effects of poverty per se. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01