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Do schools reduce or exacerbate inequality? How the associations between student achievement and achievement growth influence our understanding of the role of schooling
Autoren GND-ID ORCID;
OriginalveröffentlichungAmerican educational research journal 57 (2020) 2, S. 728-774 ZDB
Dokument (externe Quelle)
Lizenz des Dokumentes Lizenz-Logo 
Schlagwörter (Deutsch)Latente Wachstumskurvenmodelle; Längsschnittuntersuchung; Vergleich; USA; Ungleichheit; Einflussfaktor; Schülerleistung; Kindergarten; Schule; Zusammensetzung; Soziale Herkunft; Sozioökonomische Lage; Ethnische Gruppe; Rasse; Grundschule; Schuljahr 01; Schuljahr 02; Lesekompetenz; Mathematische Kompetenz; Leistungssteigerung; Ferien
TeildisziplinEmpirische Bildungsforschung
Bildungssoziologie
DokumentartAufsatz (Zeitschrift)
ISSN0002-8312
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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. (DIPF/Orig.)
externe URLhttps://journals.sagepub.com/doi/full/10.3102/0002831219868182
Eintrag erfolgte am13.10.2020
Empfohlene ZitierungDumont, Hanna; Ready, Douglas: Do schools reduce or exacerbate inequality? How the associations between student achievement and achievement growth influence our understanding of the role of schooling - In: American educational research journal 57 (2020) 2, S. 728-774 - DOI: 10.3102/0002831219868182
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