Author: Palardy, Gregory J., & Rumberger, Russell W.

Title: The Effect of High School Segregation on Cognitive and Non-Cognitive Skills in the United States

University Affiliation: University of California, Riverside; University of California, Santa Barbara

Email: gregory.palardy@ucr.edu ; russ@education.ucsb.edu ; truman.butler@email.ucr.edu

Research Question: 1) What is the extent of racial, socioeconomic, and linguistic segregation among U.S. high schools? 2) To what degree are student’s cognitive and non-cognitive skills due to school effects and to individual differences among students? 3) What are the relative magnitudes of the effects of socioeconomic, racial, and linguistic segregation on cognitive and non-cognitive skills compared with the effects of student socioeconomic status, ethnic background, and English language status? 4) To what degree does each of three school mechanisms (school inputs, peer influences, and school practices) mediate the effects of school segregation?

Published: No

Journal Name or Institutional Affiliation: N/A

Journal Entry: "Segregation, Immigration, and Educational Inequality: A Multinational Examination of New Research" conference, Ghent, Belgium

Year: 2013

Findings:

Scholarship Type Unpublished Research

Keywords: Academic Achievement, English Language Learners, High School, Math, Racial Composition, Reading, SES Composition

Regions National

Methodologies: Quantitative

Research Designs: Secondary Data, Survey

Method of Analysis: Descriptive Statistics, Multilevel Models

Sampling Frame: High school sophomores in the United States who attend public schools in 2002.

Sample Types: Random

Unit of Analysis: Individual

Data Types: Quantitative-Panel Data

Data Description:

Relevance:

Entry Created at: 2014-06-19 19:46:31 UTC
Last Update: 2017-06-20 21:20:23 UTC

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