HOW MUCH DO HIGH SCHOOL STUDENTS LEARN?
This article examines a study High School Beyond (HSB), designed to assess the impact of different kinds of schooling on how much students learned in the last two years of high school. It was found that juniors and seniors learn slightly more in Catholic high schools than in public high schools. The...
| Publicado en: | Sociology of Education Vol. 58; no. 2; pp. 128 - 136 |
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| Formato: | Artículo |
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Sage Publications Inc.
Apr85
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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=hlh&AN=13008385&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 13008385 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00380407 SOO jtl: Sociology of Education issn: 00380407 maglogo: Y pubinfo: dt: Apr85 vid: 58 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 13008385 10.2307/2112252 ppf: 128 ppct: 8 formats: tig: atl: HOW MUCH DO HIGH SCHOOL STUDENTS LEARN? aug: au: Jencks, Christopher affil: Steppenwolf Theatre, Artistic Director su: High schools Public schools Learning Analysis of variance Cognition Catholic schools sug: subj: High schools Public schools Learning Analysis of variance Cognition Catholic schools ab: This article examines a study High School Beyond (HSB), designed to assess the impact of different kinds of schooling on how much students learned in the last two years of high school. It was found that juniors and seniors learn slightly more in Catholic high schools than in public high schools. The magnitude of this advantage is uncertain. The point estimates avenge 0.03 or 0.04 standard deviation per year in HSB, depending on whether the researchers focus on the typical Catholic-school sophomore or the typical public-school sophomore. But the confidence interval for the population value is very broad and the effect varies by test. The evidence that Catholic schools are especially helpful for initially disadvantaged students is quite suggestive, but not conclusive. In comparing different educational practices, researchers need data on the cumulative effect of many years of exposure to the practice in question. Studies based on one or two years of exposure seldom tell us much. First, they typically yield point estimates of the annual effect with such large sampling errors as to be almost useless. Second, without information on the cumulative impact of a practice over many years, researchers cannot tell whether short-term benefits persist over time. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1985 holdings: @attributes: islocal: N |
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