Socioeconomic Segregation and Educational Inequality [electronic resource] : Evidence from International Assessments / edited by Nathan A. Burroughs, Jacqueline A. Gardner, Dirk F. Zuschlag, Craig Joseph Van Vliet.

Інтелектуальна відповідальність: Вид матеріалу: Текст Серія: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA) ; 15Публікація: Cham : Springer Nature Switzerland : Imprint: Springer, 2024Видання: 1st ed. 2024Опис: X, 127 p. 4 illus., 3 illus. in color. online resourceТип вмісту:
  • text
Тип засобу:
  • computer
Тип носія:
  • online resource
ISBN:
  • 9783031645945
Тематика(и): Додаткові фізичні формати: Printed edition:: Немає назви; Printed edition:: Немає назви; Printed edition:: Немає назвиДесяткова класифікація Дьюї:
  • 379 23
Класифікація Бібліотеки Конгресу:
  • LC71-188
Електронне місцезнаходження та доступ:
Вміст:
1: Why Should We Care About School Segregation?: Nathan Burroughs -- 2: Conceptualizing Socioeconomic Segregation: Nathan Burroughs -- 3: How Do IEA Studies Measure Socioeconomic Status? Evaluating the Consistency and Stability of Items: Dirk Zuschlag, Jacqueline Gardner, and Nathan Burroughs -- 4: Measuring Socioeconomic Segregation: Nathan Burroughs -- 5: The Relationship between SES Segregation and Student Outcomes: Nathan Burroughs and Craig Van Vliet -- 6: Taking Socioeconomic Segregation Seriously: Nathan Burroughs -- Appendix A -- Acknowledgments.
У: Springer Nature eBookЗведення: This open access book uses multiple IEA Assessments to examine the relationship between socioeconomic segregation between classrooms and student outcomes. By examining Socioeconomic status (SES) segregation between classrooms as well as between schools, it produces a more accurate estimate of student sorting. Further, this study examines the differential impact of student sorting across subject areas and grades in order to explore whether school structure’s relationship to educational inequality exhibits content and longitudinal heterogeneity. This study employs time series, fixed-effect, random-effects, and synthetic-cohort methods to comprehensively investigate the robustness of the relationship between SES segregation and achievement inequalities. This project makes an important contribution to researchers’ understanding of student sorting’s impact using a comparative lens, while also providing important information to policymakers on the role of schools in mediating social inequalities.
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1: Why Should We Care About School Segregation?: Nathan Burroughs -- 2: Conceptualizing Socioeconomic Segregation: Nathan Burroughs -- 3: How Do IEA Studies Measure Socioeconomic Status? Evaluating the Consistency and Stability of Items: Dirk Zuschlag, Jacqueline Gardner, and Nathan Burroughs -- 4: Measuring Socioeconomic Segregation: Nathan Burroughs -- 5: The Relationship between SES Segregation and Student Outcomes: Nathan Burroughs and Craig Van Vliet -- 6: Taking Socioeconomic Segregation Seriously: Nathan Burroughs -- Appendix A -- Acknowledgments.

Open Access

This open access book uses multiple IEA Assessments to examine the relationship between socioeconomic segregation between classrooms and student outcomes. By examining Socioeconomic status (SES) segregation between classrooms as well as between schools, it produces a more accurate estimate of student sorting. Further, this study examines the differential impact of student sorting across subject areas and grades in order to explore whether school structure’s relationship to educational inequality exhibits content and longitudinal heterogeneity. This study employs time series, fixed-effect, random-effects, and synthetic-cohort methods to comprehensively investigate the robustness of the relationship between SES segregation and achievement inequalities. This project makes an important contribution to researchers’ understanding of student sorting’s impact using a comparative lens, while also providing important information to policymakers on the role of schools in mediating social inequalities.

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