Equalizers or Enablers of Inequality? A Counterfactual Analysis of Racial and Residential Test Score Gaps in Year-Round and Nine-Month Schools.
Persistent racial/ethnic and residential disparities in test scores suggest schools fail to serve as society’s great equalizers. Yet few studies have explored whether policies that adjust children’s time in school are effective in reducing test-score inequality. We use ECLS-K data to compare childre...
| Publicado en: | Annals of the American Academy of Political & Social Science Vol. 674; no. 1; pp. 240 - 262 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Nov2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=125907720&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 125907720 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00027162 AAA jtl: Annals of the American Academy of Political & Social Science issn: 00027162 maglogo: Y pubinfo: dt: Nov2017 vid: 674 iid: 1 pid: 344 pub: Sage Publications Inc. artinfo: ui: 125907720 10.1177/0002716217734810 ppf: 240 ppct: 22 formats: tig: atl: Equalizers or Enablers of Inequality? A Counterfactual Analysis of Racial and Residential Test Score Gaps in Year-Round and Nine-Month Schools. aug: au: Johnson, Odis Wagner, Michael su: United States Academic achievement Education policy Educational equalization United States education system sug: subj: Academic achievement Education policy Educational equalization United States Administration of Education Programs Other provincial and territorial public administration Other local, municipal and regional public administration United States education system keyword: inequality race/ethnicity residency test scores year-round inequality race/ethnicity residency test scores year-round ab: Persistent racial/ethnic and residential disparities in test scores suggest schools fail to serve as society’s great equalizers. Yet few studies have explored whether policies that adjust children’s time in school are effective in reducing test-score inequality. We use ECLS-K data to compare children who attend year-round schools to those in nine-month schools, exploring (1) whether there were mean differences in the reading and math performance among first graders attending year-round and nine-month schools, (2) if racial and residential differences in children’s test scores existed between the schooling types, and (3) if neighborhood effects related to academic performance strengthened or weakened as the children’s exposure to schooling increased. Contrary to previous claims that schooling increases test-score inequality, we found no significant test-score differences among race-based groups of children according to neighborhood conditions in year-round schools. In contrast, we found prominent neighborhood effects and social class differences among children attending nine-month schools. We conclude with a discussion of the policy implications. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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