School Socioeconomic-Background Effects Are Generally Small: A Response to Sciffer, Perry, and Mcconney

Autor/in	Marks, Gary N.
Titel	School Socioeconomic-Background Effects Are Generally Small: A Response to Sciffer, Perry, and Mcconney
Quelle	In: British Journal of Sociology of Education, 42 (2021) 5-6, S.616-626 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1929842
Schlagwörter	Socioeconomic Status; School Demography; Academic Achievement; Institutional Characteristics; Socioeconomic Influences; Prior Learning; Error of Measurement + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Schulbesuchsrate; Schulleistung; Sozioökonomischer Faktor; Vorkenntnisse; Messfehler
Abstract	Recently in this journal, Sciffer, Perry, and McConney (2020) argued that school socioeconomic-background (SES) compositional effects are important for both research and policy. In response, this commentary argues that realistic school SES effects can only be identified in properly specified models. Otherwise, the estimated school effects are very likely to be spurious due to the correlation between school SES and important, but omitted, individual-level influences, most notably prior achievement. In properly specified models with reliable student-level measures, school SES effects are either small or very small. This commentary includes an empirical demonstration of moderate school SES effects becoming small or very small with appropriate controls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01