School SES Influences--Composition or Context. [Report No.: CSOS-R-280

Autor/inn/en	Alexander, Karl; und weitere
Institution	Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Titel	School SES Influences--Composition or Context. [Report No.: CSOS-R-280
Quelle	(1979), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Aspiration; College Bound Students; Educational Environment; Grade 12; High School Students; High Schools; Institutional Characteristics; Parent Background; Peer Relationship; Socioeconomic Influences; Socioeconomic Status; Surveys + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Elternhaus; Peer-Beziehungen; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; Survey; Umfrage; Befragung
Abstract	This study uses a representative sample of 3050 twelfth grade students from 18 schools to examine the ways in which the socioeconomic composition of a school is related to its students' educational plans. The basic premise investigated is that students attending schools with a greater proportion of high socioceconomic status (SES) students are more likely to go to college than those attending schools with a large proportion of low socioeconomic status students. Related theories and research studies are reviewed. A model is presented which focuses on three possible influences: (1) school climate; (2) peer relationship; and (3) placement in a college preparatory curriculum. This model is analyzed to distinguish "contextual" from "compositional" effects. Results indicate that the"contextual" impact of a school's average SES level on student educational plans is minor. (Author/EB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01