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.728-774 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219868182
Schlagwörter	Equal Education; School Role; Correlation; Academic Achievement; Achievement Gains; Surveys; Longitudinal Studies; Socioeconomic Background; Race; Ethnicity; Kindergarten; Student Characteristics; Institutional Characteristics; Mathematics Achievement; Reading Achievement; School Schedules; Achievement Gap; Young Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Achievement gain; Leistungssteigerung; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozioökonomische Lage; Rasse; Abstammung; Ethnizität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Schulzeiteinteilung; Frühe Kindheit
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01