Student Movement in Social Context: The Influence of Time, Peers, and Place

Autor/inn/en	Dauter, Luke; Fuller, Bruce
Titel	Student Movement in Social Context: The Influence of Time, Peers, and Place
Quelle	In: American Educational Research Journal, 53 (2016) 1, S.33-70 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831215624981
Schlagwörter	Student Mobility; Social Environment; Ecological Factors; Peer Influence; Student Characteristics; Demography; Race; Social Class; Academic Achievement; Educational Quality; Case Studies; Family Environment; Family Influence; Predictor Variables; Statistical Analysis; Proximity; Teacher Student Ratio; Time; Student Promotion; Grade Repetition; Hypothesis Testing; Parent Background; Models; California + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Soziales Umfeld; Ökologischer Ansatz; Demografie; Rasse; Abstammung; Social classes; Soziale Klasse; Schulleistung; Quality of education; Bildungsqualität; Case study; Fallstudie; Case Study; Familienmilieu; Prädiktor; Statistische Analyse; Lebensnähe; Lehrer-Schüler-Relation; Zeit; Support of studies; Studienförderung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Hypothesenprüfung; Hypothesentest; Elternhaus; Analogiemodell; Kalifornien
Abstract	Higher rates of school switching by students contribute to achievement disparities and are typically theorized as driven by attributes of individual pupils or families. In contrast the neoclassical-economic account postulates that switching is necessary for competition among schools. We argue that both frames fail to capture social-referential and institutional comparisons that drive student mobility, hypothesizing that pupil mobility stems from the (a) student's time in school and grade; (b) student's race, class, and achievement relative to peers; (c) quality of schooling relative to nearby alternatives; and (4) proximity, abundance, and diversity of local school options. Propositions are tested with discrete-time hazard models using data from Los Angeles, including 6.5 million observations. We find the student's position relative to peers, relative school quality, and proximity to local alternatives contribute significantly to the likelihood of switching schools, beyond the effects of individual pupil or family attributes. Implications for understanding "choice" as a social-referential process within diverse organizational fields like urban education markets are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01