Legewie, Joscha, & DiPrete, Thomas A.
Gender Differences in the Effect of Peer SES: Evidence from a Second Quasi-Experimental Case Study
Extends previous research regarding gender differences in the effect of peer SES on reading and math scores among 4th grade Chicago Public School students
Journal Name or Institutional Affiliation:
- SES composition indicate positive effect of about 0.15 standard deviations for the raw score and about 0.08 (reading) and (0.11) math for the gain scores
- Interaction between peer SES and female is negative and significant in all four models
Climate, Environment, Funding, Gender, Math, Public Schools, Reading, SES, SES Composition
Method of Analysis:
Fixed Effects Regression Models
Chicago public schools
Unit of Analysis:
- Longitudinal database from Chicago Public Schools (CPS) system including the following three components: (a) administrative records for all CPS students from 1993/94-2005/06 including demographic data. (b) Test file records including Iowa Test of Basic Skills (ITBS) in reading/math and Tests of Achievement and Proficiency in reading and math. (c) Surveys conducted by Consortium on Chicago School Research at the University of Chicago with measures including school-related attitudes and behavior, school climate, etc. Sample used included 200,000 students in grade 4 from the 1996/97 to 2004/05 school years who did not change schools in the 4th grade and participated in the ITBS; some years were excluded due to analysis strategy.
- DV: Reading test scores, math test scores
- IV: Prior achievement (3rd grade), gender, family SES background measured as free lunch qualification and mother’s education, race, age, change of schools; Ivs measured at school-grade-year level, SES composition 4th grade, prior SES composition at 1st grade