The Relations of a School's Capacity for Institutional Diversity to Student Achievement in Socio-Economically, Ethnically, and Linguistically Diverse Schools

Autor/inn/en	Min, Sookweon; Goff, Peter T.
Titel	The Relations of a School's Capacity for Institutional Diversity to Student Achievement in Socio-Economically, Ethnically, and Linguistically Diverse Schools
Quelle	In: International Journal of Inclusive Education, 20 (2016) 12, S.1310-1325 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1168876
Schlagwörter	Student Diversity; Academic Achievement; English (Second Language); Second Language Learning; Predictor Variables; Socioeconomic Status; Diversity (Institutional); Low Income; Longitudinal Studies; High School Students; Hierarchical Linear Modeling; Institutional Characteristics; Student Surveys; Student Characteristics; Outcomes of Education; Grade 9; Statistical Analysis + Suchen Sie Ihr Suchwort? Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Prädiktor; Socio-economic status; Sozioökonomischer Status; Niedriglohn; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Lernleistung; Schulerfolg; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse
Abstract	This study examines how a school's capacity for institutional diversity relates to student achievement in socio-economically, ethnically, and linguistically diverse schools. It also investigates whether various student groups benefit differently from a school's level of student diversity and its institutional capacity for diversity. Using data from the High School Longitudinal Study of 2009 (HSLS:09), the study uses two-level hierarchical linear models to explore the relationships between multiple types of school diversity and student achievement and to examine the role played by an institution's capacity for diversity. Our findings confirm that different types of school diversity have different associations with the academic achievement of students from varied family and language backgrounds. We also find that a school's capacity for diversity is a significant predictor of the academic success of students, particularly for students from lower income families and those who use a home language other than English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01