The Impact of School SES on Student Achievement: Evidence From US Statewide Achievement Data

被引：52

作者：

Armor, David J. ^{[1
]}

Marks, Gary N. ^{[2
]}

Malatinszky, Aron ^{[3
]}

机构：

[1] George Mason Univ, Schar Sch Policy & Govt, Publ Policy, Room 713 Founders Hall,3351 Fairfax Dr, Arlington, VA 22201 USA

[2] Australian Catholic Univ, Off Govt Policy & Strategy, Sydney, NSW, Australia

[3] Boston Univ, Econ & Math, Boston, MA 02215 USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2018年 / 40卷 / 04期

关键词：

school SES; student achievement; socioeconomic integration; RACIAL COMPOSITION; MATTER; CONTEXT;

D O I：

10.3102/0162373718787917

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

After the U.S. Supreme Court restricted the use of race in assigning students to schools, there was a surge in advocacy of school integration based on student socioeconomic status (SES). Benefits of socioeconomic integration have been supported by various studies finding significant effects of school SES on achievement after controlling for individual student SES. This article investigates school SES effects using statewide longitudinal achievement data from several U.S. states. School SES effects nearly vanish after controlling for a student's prior achievement or, alternatively, controlling for stable differences among students using fixed effects models. The article concludes that large school SES effects often found in cross-sectional studies are artifacts of aggregation and are not a sound basis for SES-based school integration policies.

引用

页码：613 / 630

页数：18

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