Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers

Autor/inn/en	von Hippel, Paul T.; Cañedo, Ana P.
Titel	Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers
Quelle	In: American Educational Research Journal, 59 (2022) 4, S.820-857 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312211061410
Schlagwörter	Kindergarten; Ability Grouping; Predictor Variables; Student Placement; Gender Differences; Socioeconomic Status; Racial Differences; Ethnicity; Tests; Scores; Student Behavior; Social Bias; Teacher Attitudes; Preschool Teachers; Preschool Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Prädiktor; Schülerpraktikum; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Ethnizität; Examination; Prüfung; Examen; Student behaviour; Schülerverhalten; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	Half of kindergarten teachers split children into higher and lower ability groups for reading or math. In national data, we predicted kindergarten ability group placement using linear and ordinal logistic regression with classroom fixed effects. In fall, test scores were the best predictors of group placement, but there was bias favoring girls, high-SES (socioeconomic status) children, and Asian Americans, who received higher placements than their scores alone would predict. Net of SES, there was no bias against placing black children in higher groups. By spring, one third of kindergartners moved groups, and high-SES children moved up more than their score gains alone would predict. Teacher-reported behaviors (e.g., attentiveness, approaches to learning) helped explain girls' higher placements, but did little to explain the higher placements of Asian American and high-SES children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01