Assessing Access
Is There Educational Equity Within Urban Schooling
Bibliographic Data
| ID | 9729543 |
|---|---|
| Authors | Michael A Gottfried (0000-0002-4396-0576, Loyola Marymount University, Los Angeles, CA, USA, corresponding author), Erica L Johnson (0000-0001-7290-1885, Institute of Education Sciences) |
| Year | 2014 |
| Volume | 46 |
| Issue | 7 |
| Pages | 773-797 |
| Publication date | 2014-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124512468002 |
| OpenAlex | W2005646668 |
| Language | EN |
| Citations received | 2 |
| References cited | 19 |
Identifying sources of variation has been used extensively in educational research as a tool to identify potential drives of variances in student achievement. However, prior research predominantly relied on findings from national- or international-level data, and thus their conclusions remain very broad-based. This study contributes new insight by assessing if and where there is variation in standardized testing performance for entire populations of cohorts of students in a single, large urban school district in the United States. Specifically, this study evaluates variance in Stanford Achievement Test Ninth Edition (SAT9) reading and math scores for all elementary school students in the School District of Philadelphia over four academic years and within three analytical levels of the educational experience—student, classroom, and school. To do so, this study employs three-level hierarchical linear modeling (HLM) to determine how the overall variance in testing performance can be partitioned within classrooms, between classrooms, and between schools. The initial results indicate that the overwhelmingly largest contributor to total variance in achievement is within classrooms at the student level. However, incorporating a full span of covariates into a three-tiered model of student achievement explains the majority of the between classroom and between school variance, though only half of the within classroom variance. Implications are discussed
Academic achievement · Achievement test · Covariate · Mathematics education · Multilevel model · Ninth · Political science · Reading (process · Standardized test · Statistics · Student achievement · Test (biology · Variance (accounting · Variation (astronomy · Mathematics · Parental Involvement in Education · Psychology · School Choice and Performance · Youth Substance Use and School Attendance
Introducing Multilevel Modeling
School Matters
The Challenges of Staffing Urban Schools with Effective Teachers
High School Size
Excused Versus Unexcused
Does peer ability affect student achievement?
Are there civic returns to education?
The Effect of Education on Crime
Schoolhouses, courthouses, and statehouses afterSerrano
Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools
From First Grade Forward
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |