W Carbonaro
Biographic Data
| ID | 169135 |
|---|---|
| NAME | W Carbonaro |
| GIVEN NAMES | W |
| FAMILY NAME | Carbonaro |
| SIGNATURE | CARBONARO W |
| AFFILIATIONS | University of Notre Dame |
| ORCID | 0000-0002-5943-3850 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 374 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 9 |
Racial Inequality in 8th-Grade Math Course-Taking: Between-School Inequality, Local Achievement Queues, and Course Placements
In the United States, 8th grade is the entry point into a stratified course-taking sequence in mathematics. Black students are substantially less likely than white students to enroll in advanced math courses in 8th grade and beyond. Unfortunately, prior research has failed to produce a consistent explanation for these racial inequalities. In this article, we develop an analytic framework that overcomes numerous limitations in prior studies. Our f…
It’s Not the Message, It’s The Messenger: Organizational Identity and White Men’s Opposition to Women’s and African Americans’ Civic Participation
Theories of structural racism and sexism build from an assumption that members of privileged groups react negatively when non-privileged identities link to an agenda for change. We directly test that assumption with three online experiments administered to national samples of white men in the United States. Respondents evaluate web pages of (fictitious) civic organizations displaying agendas that could undermine race and gender hierarchies. We fi…
What Happens When Privilege Boundaries are Falling? Declining Marriage Rates in Counties that Most Strongly Resisted Marriage Equality
From 1998 to 2008, conservative activists placed initiatives on ballots in 30 states seeking preemptively to ban marriage for LGBTQ couples. They succeeded in every state, commonly with lopsided vote tallies. We examine what has happened to marriage rates in communities where those battles took place, as beliefs pertaining to marriage equality became more progressive in the nation as a whole and as state-level bans soon fell under the weight of s…
Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality
Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that p…
Extracurricular Activities and Student Outcomes in Elementary and Middle School: Causal Effects or Self-selection
Participation in extracurricular activities (ECAs) is positively related to cognitive and socioemotional outcomes for children and adolescents. The authors argue that because of methodological limitations, prior research failed to address the self-selection of advantaged families into ECAs, which raises concerns regarding whether ECA participation is causally related to student outcomes. In this article, the authors present an analytical model th…
How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers
Our study investigates how changing socioeconomic status (SES) composition, measured as percentage free and reduced priced lunch (FRL), affects students' math achievement growth after the transition to middle school. Using the life course framework of cumulative advantage, we investigate how timing, individual FRL status, and legacy effects of a student's elementary school SES composition each affect a student's math achievement growth. We advanc…
Intermediate peer contexts and educational outcomes: Do the friends of students' friends matter
Dropping out of high school: Effects of close and distant friendships
Curriculum tracking and teacher expectations: Evidence from discrepant course taking models
Gender inequalities in the college pipeline
School Sector and Student Achievement in the Era of Standards Based Reforms
The authors examine whether standards based accountability reforms of the past two decades have closed the achievement gap among public and private high school students. They analyzed data from the Education Longitudinal Study (ELS) to examine sector differences in high school achievement in the era of standards based reforms. The authors found that students in Catholic and private secular schools enjoy greater math gains from 10th to 12th grade …
After the Bell: Participation in Extracurricular Activities, Classroom Behavior, and Academic Achievement
Prior research has not examined how much of the socioeconomic status (SES) advantage on schooling outcomes is related to participation in extracurricular activities. The authors explore the SES advantage and extracurricular participation in elementary school-aged children, with a focus on noncognitive skills. The authors argue that noncognitive skills mediate the influence of SES and extracurricular activities on academic skills. Using data from …
The effects of education and cognitive skill on earnings: How much do occupations and jobs matter
Public‐Private Differences in Achievement among Kindergarten Students: Differences in Learning Opportunities and Student Outcomes
While much research has focused on public‐private differences in learning opportunities and achievement in high school, no studies have examined sector differences early in students’ academic careers. In this study, I examine sector differences in learning opportunities and achievement in kindergarten. The analyses indicate: (1) learning opportunities vary across school sector, sometimes favoring public schools, sometimes not; (2) public school g…
Cross-National Differences in the Skills-Earnings Relationship: The Role of Labor Market Institutions
This study examines cross-national differences in returns to literacy skills and explores possible explanations for such differences. Data from the International Adult Literacy Survey (IALS) are analyzed using multilevel models. Returns to literacy skills are higher in liberal market economies (LMEs) than in social market economies (SMEs). Collective bargaining coverage emerges as the most potent predictor of cross-national variation in returns t…
Explaining variable returns to cognitive skill across occupations
Tracking, Students' Effort, and Academic Achievement
This study examined the links among students' effort, tracking, and students' achievement. It found that students in higher tracks exert substantially more effort than do students in lower tracks. These differences in effort are largely explained by differences in prior effort and achievement, as well as students' experiences in their classes. Students' effort is strongly related to students' learning, and track differences in students' effort ac…
The Production of Achievement Inequality in High School English
Does unequal access to high quality English instruction lead to unequal achievement outcomes for students? Four key aspects of high quality instruction—quantity of assignments, coherence of instruction, student voice in curricular and pedagogical issues, and the content of instruction—are examined to see whether each aspect affects growth in reading achievement from grades 8 to 12. Analyses indicate that some aspects of student voice enhance achi…
Opening the Debate on Closure and Schooling Outcomes: Comment on Morgan and Sorensen
M organ and Sorensen (1999, henceforward M&S) provide an interesting and creative examination of Coleman's theory of intergenerational closure. In a previous study (Carbonaro 1998), I used the same data to examine the same issues that M&S examine, and I came to different conclusions. In this comment, I discuss three main issues that shed further light on the concept and effects of intergenerational closure: (1) How does closure work at the indivi…
Opening the Debate on Closure and Schooling Outcomes
A Little Help from My Friend's Parents: Intergenerational Closure and Educational Outcomes
Coleman's theory of social capital predicts that students who have high levels of intergenerational closure -that is, whose parents know more of their children's friends' parents- will have better educational outcomes than will students with low levels of intergenerational closure. This study used data from the National Education Longitudinal Study of 1988 to test whether intergenerational closure affects children's educational outcomes. The main…
A Little Help from My Friend's Parents: Intergenerational Closure and Educational Outcomes
Coleman's theory of social capital predicts that students who have high levels of intergenerational closure -that is, whose parents know more of their children's friends' parents- will have better educational outcomes than will students with low levels of intergenerational closure. This study used data from the National Education Longitudinal Study of 1988 to test whether intergenerational closure affects children's educational outcomes. The main…
After the Bell: Participation in Extracurricular Activities, Classroom Behavior, and Academic Achievement
Prior research has not examined how much of the socioeconomic status (SES) advantage on schooling outcomes is related to participation in extracurricular activities. The authors explore the SES advantage and extracurricular participation in elementary school-aged children, with a focus on noncognitive skills. The authors argue that noncognitive skills mediate the influence of SES and extracurricular activities on academic skills. Using data from …
Tracking, Students' Effort, and Academic Achievement
This study examined the links among students' effort, tracking, and students' achievement. It found that students in higher tracks exert substantially more effort than do students in lower tracks. These differences in effort are largely explained by differences in prior effort and achievement, as well as students' experiences in their classes. Students' effort is strongly related to students' learning, and track differences in students' effort ac…
Curriculum tracking and teacher expectations: Evidence from discrepant course taking models
The Production of Achievement Inequality in High School English
Does unequal access to high quality English instruction lead to unequal achievement outcomes for students? Four key aspects of high quality instruction—quantity of assignments, coherence of instruction, student voice in curricular and pedagogical issues, and the content of instruction—are examined to see whether each aspect affects growth in reading achievement from grades 8 to 12. Analyses indicate that some aspects of student voice enhance achi…
School Sector and Student Achievement in the Era of Standards Based Reforms
The authors examine whether standards based accountability reforms of the past two decades have closed the achievement gap among public and private high school students. They analyzed data from the Education Longitudinal Study (ELS) to examine sector differences in high school achievement in the era of standards based reforms. The authors found that students in Catholic and private secular schools enjoy greater math gains from 10th to 12th grade …
Opening the Debate on Closure and Schooling Outcomes: Comment on Morgan and Sorensen
M organ and Sorensen (1999, henceforward M&S) provide an interesting and creative examination of Coleman's theory of intergenerational closure. In a previous study (Carbonaro 1998), I used the same data to examine the same issues that M&S examine, and I came to different conclusions. In this comment, I discuss three main issues that shed further light on the concept and effects of intergenerational closure: (1) How does closure work at the indivi…
Public‐Private Differences in Achievement among Kindergarten Students: Differences in Learning Opportunities and Student Outcomes
While much research has focused on public‐private differences in learning opportunities and achievement in high school, no studies have examined sector differences early in students’ academic careers. In this study, I examine sector differences in learning opportunities and achievement in kindergarten. The analyses indicate: (1) learning opportunities vary across school sector, sometimes favoring public schools, sometimes not; (2) public school g…
Intermediate peer contexts and educational outcomes: Do the friends of students' friends matter
How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers
Our study investigates how changing socioeconomic status (SES) composition, measured as percentage free and reduced priced lunch (FRL), affects students' math achievement growth after the transition to middle school. Using the life course framework of cumulative advantage, we investigate how timing, individual FRL status, and legacy effects of a student's elementary school SES composition each affect a student's math achievement growth. We advanc…
Dropping out of high school: Effects of close and distant friendships
The effects of education and cognitive skill on earnings: How much do occupations and jobs matter
Cross-National Differences in the Skills-Earnings Relationship: The Role of Labor Market Institutions
This study examines cross-national differences in returns to literacy skills and explores possible explanations for such differences. Data from the International Adult Literacy Survey (IALS) are analyzed using multilevel models. Returns to literacy skills are higher in liberal market economies (LMEs) than in social market economies (SMEs). Collective bargaining coverage emerges as the most potent predictor of cross-national variation in returns t…
Opening the Debate on Closure and Schooling Outcomes
Gender inequalities in the college pipeline
Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality
Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that p…
Extracurricular Activities and Student Outcomes in Elementary and Middle School: Causal Effects or Self-selection
Participation in extracurricular activities (ECAs) is positively related to cognitive and socioemotional outcomes for children and adolescents. The authors argue that because of methodological limitations, prior research failed to address the self-selection of advantaged families into ECAs, which raises concerns regarding whether ECA participation is causally related to student outcomes. In this article, the authors present an analytical model th…
Racial Inequality in 8th-Grade Math Course-Taking: Between-School Inequality, Local Achievement Queues, and Course Placements
In the United States, 8th grade is the entry point into a stratified course-taking sequence in mathematics. Black students are substantially less likely than white students to enroll in advanced math courses in 8th grade and beyond. Unfortunately, prior research has failed to produce a consistent explanation for these racial inequalities. In this article, we develop an analytic framework that overcomes numerous limitations in prior studies. Our f…
Explaining variable returns to cognitive skill across occupations
A Little Help from My Friend's Parents: Intergenerational Closure and Educational Outcomes
Coleman's theory of social capital predicts that students who have high levels of intergenerational closure -that is, whose parents know more of their children's friends' parents- will have better educational outcomes than will students with low levels of intergenerational closure. This study used data from the National Education Longitudinal Study of 1988 to test whether intergenerational closure affects children's educational outcomes. The main…
Opening the Debate on Closure and Schooling Outcomes: Comment on Morgan and Sorensen
M organ and Sorensen (1999, henceforward M&S) provide an interesting and creative examination of Coleman's theory of intergenerational closure. In a previous study (Carbonaro 1998), I used the same data to examine the same issues that M&S examine, and I came to different conclusions. In this comment, I discuss three main issues that shed further light on the concept and effects of intergenerational closure: (1) How does closure work at the indivi…
Opening the Debate on Closure and Schooling Outcomes
The Production of Achievement Inequality in High School English
Does unequal access to high quality English instruction lead to unequal achievement outcomes for students? Four key aspects of high quality instruction—quantity of assignments, coherence of instruction, student voice in curricular and pedagogical issues, and the content of instruction—are examined to see whether each aspect affects growth in reading achievement from grades 8 to 12. Analyses indicate that some aspects of student voice enhance achi…
Explaining variable returns to cognitive skill across occupations
Tracking, Students' Effort, and Academic Achievement
This study examined the links among students' effort, tracking, and students' achievement. It found that students in higher tracks exert substantially more effort than do students in lower tracks. These differences in effort are largely explained by differences in prior effort and achievement, as well as students' experiences in their classes. Students' effort is strongly related to students' learning, and track differences in students' effort ac…
Public‐Private Differences in Achievement among Kindergarten Students: Differences in Learning Opportunities and Student Outcomes
While much research has focused on public‐private differences in learning opportunities and achievement in high school, no studies have examined sector differences early in students’ academic careers. In this study, I examine sector differences in learning opportunities and achievement in kindergarten. The analyses indicate: (1) learning opportunities vary across school sector, sometimes favoring public schools, sometimes not; (2) public school g…
Cross-National Differences in the Skills-Earnings Relationship: The Role of Labor Market Institutions
This study examines cross-national differences in returns to literacy skills and explores possible explanations for such differences. Data from the International Adult Literacy Survey (IALS) are analyzed using multilevel models. Returns to literacy skills are higher in liberal market economies (LMEs) than in social market economies (SMEs). Collective bargaining coverage emerges as the most potent predictor of cross-national variation in returns t…
The effects of education and cognitive skill on earnings: How much do occupations and jobs matter
School Sector and Student Achievement in the Era of Standards Based Reforms
The authors examine whether standards based accountability reforms of the past two decades have closed the achievement gap among public and private high school students. They analyzed data from the Education Longitudinal Study (ELS) to examine sector differences in high school achievement in the era of standards based reforms. The authors found that students in Catholic and private secular schools enjoy greater math gains from 10th to 12th grade …
After the Bell: Participation in Extracurricular Activities, Classroom Behavior, and Academic Achievement
Prior research has not examined how much of the socioeconomic status (SES) advantage on schooling outcomes is related to participation in extracurricular activities. The authors explore the SES advantage and extracurricular participation in elementary school-aged children, with a focus on noncognitive skills. The authors argue that noncognitive skills mediate the influence of SES and extracurricular activities on academic skills. Using data from …
Gender inequalities in the college pipeline
Curriculum tracking and teacher expectations: Evidence from discrepant course taking models
Dropping out of high school: Effects of close and distant friendships
Intermediate peer contexts and educational outcomes: Do the friends of students' friends matter
How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers
Our study investigates how changing socioeconomic status (SES) composition, measured as percentage free and reduced priced lunch (FRL), affects students' math achievement growth after the transition to middle school. Using the life course framework of cumulative advantage, we investigate how timing, individual FRL status, and legacy effects of a student's elementary school SES composition each affect a student's math achievement growth. We advanc…
Extracurricular Activities and Student Outcomes in Elementary and Middle School: Causal Effects or Self-selection
Participation in extracurricular activities (ECAs) is positively related to cognitive and socioemotional outcomes for children and adolescents. The authors argue that because of methodological limitations, prior research failed to address the self-selection of advantaged families into ECAs, which raises concerns regarding whether ECA participation is causally related to student outcomes. In this article, the authors present an analytical model th…
It’s Not the Message, It’s The Messenger: Organizational Identity and White Men’s Opposition to Women’s and African Americans’ Civic Participation
Theories of structural racism and sexism build from an assumption that members of privileged groups react negatively when non-privileged identities link to an agenda for change. We directly test that assumption with three online experiments administered to national samples of white men in the United States. Respondents evaluate web pages of (fictitious) civic organizations displaying agendas that could undermine race and gender hierarchies. We fi…
What Happens When Privilege Boundaries are Falling? Declining Marriage Rates in Counties that Most Strongly Resisted Marriage Equality
From 1998 to 2008, conservative activists placed initiatives on ballots in 30 states seeking preemptively to ban marriage for LGBTQ couples. They succeeded in every state, commonly with lopsided vote tallies. We examine what has happened to marriage rates in communities where those battles took place, as beliefs pertaining to marriage equality became more progressive in the nation as a whole and as state-level bans soon fell under the weight of s…
Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality
Although there is an abundance of research on the association of school poverty (or socioeconomic status) and test score level, there is very little rigorous longitudinal evidence on the cumulative effects of exposure to differing school contexts. Drawing from methods used first in epidemiology and then in neighborhood effects research, we use population-level longitudinal data from North Carolina to estimate a structural nested mean model that p…
Racial Inequality in 8th-Grade Math Course-Taking: Between-School Inequality, Local Achievement Queues, and Course Placements
In the United States, 8th grade is the entry point into a stratified course-taking sequence in mathematics. Black students are substantially less likely than white students to enroll in advanced math courses in 8th grade and beyond. Unfortunately, prior research has failed to produce a consistent explanation for these racial inequalities. In this article, we develop an analytic framework that overcomes numerous limitations in prior studies. Our f…
Psychology (19 works) · School Choice and Performance (11 works) · Economics (10 works) · Mathematics education (10 works) · Political science (10 works) · Sociology (10 works) · Academic achievement (8 works) · Developmental psychology (7 works) · Parental Involvement in Education (7 works) · Demographic economics (6 works)