Harming the best: How schools affect the black-white achievement gap.

Autor/inn/en	Hanushek, Eric A.; Rivkin, Steven G.
Institution	National Bureau of Economic Research
Titel	Harming the best: How schools affect the black-white achievement gap. Gefälligkeitsübersetzung: Schaden für die Besten. Wie die Schule die Kluft zwischen Schwarzen und Weißen beeinflusst.
Quelle	Cambridge, Mass.: National Bureau of Economic Research (2008), 27 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	NBER working paper. 14211
Beigaben	Anhang
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie; Graue Literatur
Schlagwörter	Bildungsqualität; Soziale Ungleichheit; Schulklasse; Klassengröße; Lehrer; Schüler; Schulbildung; Schulleistung; Lernbedingungen; Mathematik; Sozialstruktur; Ausbildung; Berufserfahrung; Arbeitspapier; Schwarzer; Weißer; Texas; USA
Abstract	"Sizeable achievement differences by race appear in early grades, but substantial uncertainty exists about the impact of school quality on the black-white achievement gap and particularly about its evolution across different parts of the achievement distribution. Texas administrative data show that the overall growth in the achievement gap between third and eighth grade is higher for students with higher initial achievement and that specific teacher and peer characteristics including teacher experience and peer racial composition explain a substantial share of the widening. The adverse effect of attending school with a high black enrollment share appears to be an important contributor to the larger growth in the achievement differential in the upper part of the test score distribution. This evidence reaffirms the major role played by peers and school quality, but also presents a policy dilemma. Teacher labor market complications, current housing patterns, legal limits in segregation efforts, and uncertainty about the overall effects of specific desegregation programs indicate that effective policy responses will almost certainly involve a set of school improvements beyond simple changes in peer racial composition and the teacher experience distribution." Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch. Die Untersuchung bezieht sich auf den Zeitraum 1993 bis 2002. (author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2009/1