Categorical Inequality in Black and White: Linking Disproportionality across Multiple Educational Outcomes

Autor/inn/en	Shores, Kenneth; Kim, Ha Eun; Still, Mela
Titel	Categorical Inequality in Black and White: Linking Disproportionality across Multiple Educational Outcomes
Quelle	In: American Educational Research Journal, 57 (2020) 5, S.2089-2131 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shores, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219900128
Schlagwörter	African American Students; White Students; Racial Differences; Disproportionate Representation; Discipline; Grade Repetition; Special Education; Academically Gifted; Classification; Family Income; Parent Background; Educational Attainment; Predictor Variables; Socioeconomic Status; Racial Segregation; Racial Bias; Advanced Placement Programs; Academic Achievement; Achievement Gap + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Disziplin; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Special needs education; Sonderpädagogik; Sonderschulwesen; Classification system; Klassifikation; Klassifikationssystem; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; Prädiktor; Socio-economic status; Sozioökonomischer Status; Rassentrennung; Racial discrimination; Rassismus; Schulleistung
Abstract	We characterize the extent to which Black-White gaps for multiple educational outcomes are linked across school districts in the United States. Gaps in disciplinary action, grade-level retention, classification into special education and Gifted and Talented, and Advanced Placement course-taking are large in magnitude and correlated. Racial differences in family income and parent education are strikingly consistent predictors of these gaps, and districts with large gaps in one outcome are likely to have large gaps in another. Socioeconomic and segregation variables explain 1.7 to 3.5 times more variance for achievement relative to nonachievement outcomes. Systemic patterns of racial socioeconomic inequality drive inequalities across multiple educational outcomes; however, discretionary policies at local levels are more influential for nonachievement outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01