Do schools reduce or exacerbate inequality. How the associations between student achievement and achievement growth influence our understanding of the role of schooling.

Autor/inn/en	Dumont, Hanna; Ready, Douglas D.
Titel	Do schools reduce or exacerbate inequality. How the associations between student achievement and achievement growth influence our understanding of the role of schooling.
Quelle	In: American educational research journal, 57 (2020) 2, S. 728-774Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831219868182
Schlagwörter	Latente Wachstumskurvenmodelle; Längsschnittuntersuchung; Vergleich; Leistungssteigerung; Soziale Herkunft; Kindergarten; Schule; Schuljahr 01; Schuljahr 02; Grundschule; Schülerleistung; Rasse; Lesekompetenz; Mathematische Kompetenz; Ungleichheit; Sozioökonomische Lage; Ferien; Einflussfaktor; Modell; Wachstum; Zusammensetzung; Ethnische Gruppe; USA
Abstract	This article explores how the associations between student achievement and achievement growth influence our understanding of the role schools play in academic inequality. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K:2011), we constructed parallel growth and lagged score models within both seasonal learning and school effects frameworks to study how student- and school-level socioeconomic and racial/ethnic backgrounds relate to student learning. Our findings suggest that seasonal comparative scholars, who generally argue that schools play an equalizing role, and scholars focused on school compositional effects, who typically report that schools exacerbate inequality, come to these contrasting findings not only because they ask different questions but also because they treat student initial achievement differently when modeling student learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4