Roscigno, Vincent J., Tomaskovic-Devey, Donald, & Crowley, Martha
Education and the Inequalities of Place
Ohio State University
Examine resource availability, investment inequalities and implications for achievement and attainment among urban, rural, and suburban adolescents.
Journal Name or Institutional Affiliation:
Vol. 84, No. 4, pp. 2121-2145
- The most problematic feature of institutional resource disadvantage, with potential implications for inner city achievement/attainment deficits, stems from disparities in income and parental education at the family level, and social class composition and racial segregation at the school level.
- Significant portions of family investment differences are tied to inner-city, rural and suburban inequalities in the availability of resources.
- Educational expenditure decreases student-teacher ratios and increases the availability of a more diverse, rigorous curriculum.
- Educational resources and the investment of those resources at both family and school levels vary significantly between rural, inner city and suburban places.
- Resource disparities at both family and school levels translate into inequalities in potentially influential investments, most notably household educational items, cultural capital, parental involvement, teacher encouragement and the availability of advanced placement classes.
- Families and schools in America's inner cities and rural places simply lack many of the resources that promote educational achievement and attainment. Families in these locales have lower family income, less parental educational and more siblings per household. Inner city schools have high concentrations of poor and non-white students, Rural schools have high concentrations of poor students and lower per-pupil expenditures. These resources shortfalls explain most inner city and rural deficits in achievement and attainment.
- Find no clear evidence of subcultural patterns or of lower achieving or higher dropout rates after we control for educational resources.
- Institutional resource differentials play a significant role in pattering achievement and attainment differences.
- Household educational items and cultural capital have strong consequences for achievement and the likelihood of dropping out of high school. Parental involvement, however, has no direct impact on achievement, but does not reduce the likelihood of dropping out.
- School investments matter as well for achievement. Their impact on attainment, however, is less clear.
Journal Article Empirical Research
Academic Achievement, Curriculum, Funding, Inequality, Math, Reading, SES, Tracking, Urban Schools
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- National Education Longitudinal Survey (NELS) 1988, 1990 & 1992 and the Common Core of Data (CCD) 1986-1987 through 1991-1992.
- Academic achievement of 10th graders.
- Family attributes are measured at time 1 (8th grade) and school attributes are measured in time 2 (10th grade), dropouts status are measured in the 12th grade.
- A measure of urban city and reality is utilized.
- Race and gender status are used as controls.
- DV: Math/Reading Achievement & Dropout Status
- IV: Family characteristics (Resources (Income, Parental Education, Single Parent, Parent/Step-Parent, Siblings) Investment (household educational items, cultural capital, parental involvement)), School Characteristics (Resources(Percent Receiving Free Lunch, Percent Non-White, Per Pupil Expenditure) Investments (Number of AP Course Offered, Student-teacher ration (ln), teacher encouragement), controls by race and gender status..