High School Socioeconomic Segregation and Student Attainment

Autor/in	Palardy, Gregory J.
Titel	High School Socioeconomic Segregation and Student Attainment
Quelle	In: American Educational Research Journal, 50 (2013) 4, S.714-754 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213481240
Schlagwörter	Court Litigation; Longitudinal Studies; Socioeconomic Influences; Socioeconomic Status; High Schools; High School Students; Educational Attainment; Academic Achievement; Graduation; Enrollment; Colleges; Correlation; Peer Influence; School Effectiveness; Educational Environment; Federal Legislation; Family Characteristics; Predictor Variables; Effect Size; Educational Research + Suchen Sie Ihr Suchwort? Rechtsstreit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozioökonomischer Faktor; Socio-economic status; Sozioökonomischer Status; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Bildungsabschluss; Bildungsgut; Schulleistung; Abschluss; Graduierung; Einschulung; College; Hochschule; Fachhochschule; Korrelation; Schuleffizienz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bundesrecht; Prädiktor; Bildungsforschung; Pädagogische Forschung
Abstract	Using data from the Education Longitudinal Study of 2002, this study examines the association between high school socioeconomic segregation and student attainment outcomes and the mechanisms that mediate those relationships. The results show that socioeconomic segregation has a strong association with high school graduation and college enrollment. Controlling for an array of student and school factors, students who attend high socioeconomic composition (SEC) schools are 68% more likely to enroll at a 4-year college than students who attend low SEC schools. Two mediating mechanisms were examined, including socioeconomic-based peer influences and school effects. The results indicate the association between SEC and attainment is due more to peer influences, which tend to be negative in the low SEC setting. However, school practices that emphasize academics also play a major role, particularly in mediating the relationship between SEC and 4-year college enrollment. These findings suggest that integrating schools is likely necessary to fully addressing the negative consequences of attending a low SEC school. (Contains 18 notes, 5 figures, and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10