Don't Expect Too Much: The Limited Usefulness of Common SES Measures

Autor/in	Harwell, Michael
Titel	Don't Expect Too Much: The Limited Usefulness of Common SES Measures
Quelle	In: Journal of Experimental Education, 87 (2019) 3, S.353-366 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2018.1465382
Schlagwörter	Socioeconomic Status; Measures (Individuals); Testing Problems; Educational Research; Educational Policy; Correlation; Statistical Analysis; Eligibility; Low Income Students; Bias; Inferences + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Messdaten; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Korrelation; Statistische Analyse; Eignung; Inference; Inferenz
Abstract	Measures of socioeconomic status (SES) are widely used in educational research and policy applications in no small part because of a deeply rooted belief of the importance of SES. This paper argues that the usefulness of common SES measures can be undermined by (a) an atheoretical approach to conceptualizing SES and selecting measures, which creates uncertainty about what SES represents; (b) modest correlations between SES measures and outcome variables that limit the effectiveness of SES as a control variable in statistical analyses; and (c) the continued use of the profoundly flawed eligibility for a free/reduced-price lunch variable. These factors can produce biased inferences and speak to an important gap between the perceived impact of SES in educational settings and the usefulness of common SES measures and also can provide a prescription for change that promotes a deeper understanding and more effective use of SES in educational research and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01