Yun, John T., & Moreno, Jose F.
College Access, K-12 Concentrated Disadvantage, and the Next 25 Years of Education Research
University of California at Santa Barbara
Present method to understand concentrated disadvantage in K-12. Explore link between K-12 and college access. Examine concentrated disadvantage by race.
Journal Name or Institutional Affiliation:
Vol. 35, No. 1, pp. 12-19
- The findings suggest that concentrated disadvantage in K-12, combined with the university eligibility criteria, create differential opportunities to attend CA public universities.
- The findings show racial/ethnic patterns of concentrated disadvantage.
- Nine school clusters are identified, providing descriptive information about the different types of schools.
- Some schools that are very similar in racial/ethnic enrollment and ELL proportions differ in other important ways (access to AP classes and poverty level).
- School disadvantages are concentrated largely in schools with greater proportions of African American and Latino students.
- Many students in historically disadvantaged groups find footholds in relatively advantaged schools.
Journal Article Empirical Research
African American, Latinos, Segregation, Tracking
Method of Analysis:
Public High Schools in California
Unit of Analysis:
- Data are from the CA Dept of Ed, 2003-2004.
- This study takes for a sample all the public high schools in CA with enrolled 12th graders. Schools with very small enrollment are omitted.
- The final sample is 899 schools (95% of all public high schools in CA).
- Cluster analysis used to classify schools into groups based on characteristics associated with disadvantage (high proportion of ELL, high percentage of free/reduced lunch students, lack of AP/college prep classes, poor teacher preparation, and racial/ethnic isolation).
- DV: Opportunity to attend public university in California (percentage of graduates who completed the A-G requirements for UC/CSU eligibility)
- IV: Concentrated disadvantage in K-12 (operationalized multidimensionally, reflecting a combination of various types of schooling disadvantage (e.g., high proportion of English learners [EL], high percentage of students eligible for free or reduced-price lunch, lack of AP and college preparation classes, poor teacher preparation, and racial/ethnic isolation)