Author: Clayton, Jennifer K.

Title: Changing Diversity in U.S. Schools: The Impact on Elementary Student Performance and Achievement

University Affiliation: The George Washington University

Email: claytonj@gwu.edu

Research Question: 1) What is the relationship and predictability of poverty, teacher quality, and diversity of schools on Grade 5 reading and mathematics Virginia Standards of Learning (SOL) examinations for student subgroups in selected districts?

Published: Yes

Journal Name or Institutional Affiliation: Education and Urban Society

Journal Entry: Vol. 43, No. 6, Pp. 671-695

Year: 2011

Findings:

  1. White students in schools with a lower rate of poverty were predicted to perform better on the English reading exam than were students at schools with high poverty rates.
  2. Black students attending a school with lower rates of poverty and higher rates of highly qualified teachers were predicted to have higher rates of advance pass scores on the English reading exam than students at schools with high poverty rates and low rates of highly qualified teachers.
  3. Poverty was only able to predict the pass rates for White students, not for Black or Hispanic students.
  4. The free and reduced lunch indicators for Hispanic students was not statistically significant for Hispanic student performance.
  5. The predictor of diversity, EDI (Ethnic Diversity Index) and teacher quality were significant for Hispanic students, Hispanic students attending schools with lower rates of diversity and lower rates of highly qualified teachers were predicted to have higher rates of pass scores on the math exam than students at schools with high EDI and high rates of highly qualified teachers.
  6. White students attending a school with a lower rate of poverty and lower rate of diversity were predicted to have higher rates of pass scores on the math exam than students at schools with high poverty and a high rate of diversity.
  7. Similarly White students attending schools with low rates of poverty and low rates of diversity were predicted to have higher rates of advance pass scores on the math exam than were students at schools with high rates of poverty and high rates of diversity.

Scholarship Type Journal Article Empirical Research

Keywords: Accountability, Racial Composition, Social Justice, Teacher Quality, Urban Schools

Regions South

Methodologies: Quantitative

Research Designs: Secondary Data

Method of Analysis: Regression

Sampling Frame: 24 School Districts in Virginia

Sample Types: Nonrandom

Unit of Analysis: Student

Data Types: Quantitative

Data Description:

Relevance:

Entry Created at: 2015-11-11 22:08:35 UTC
Last Update: 2016-07-27 14:43:04 UTC

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