Different Teachers, Different Peers
The Magnitude of Student Sorting Within Schools
Bibliographic Data
| ID | 9732173 |
|---|---|
| Authors | Demetra Kalogrides (Stanford University, Stanford, CA, corresponding author), Susanna Loeb (0000-0003-1854-8843, Stanford University, Stanford, CA) |
| Year | 2013 |
| Volume | 42 |
| Issue | 6 |
| Pages | 304-316 |
| Publication date | 2013-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x13495087 |
| OpenAlex | W2052861627 |
| Language | EN |
| Citations received | 72 |
| References cited | 56 |
The authors use administrative data from three large urban school districts to describe student sorting within schools. Students are linked to each of their teachers and students’ classmates are identified. There are differences in the average achievement levels, racial composition, and socioeconomic composition of classrooms within schools. This sorting occurs even in self-contained elementary school classrooms and is much larger than would be expected were students assigned to classrooms randomly. Much of the racial and socioeconomic sorting is accounted for by differences in achievement, particularly at the high school level. Classrooms with the most low-achieving, minority, and poor students are more likely to have novice teachers. Sorting students by achievement level exposes minority and poor students to lower quality teachers and less resourced classmates
Academic achievement · Ethnic group · Mathematics education · Population · Race (biology · Racial composition · Racial differences · Socioeconomic status · Sociology · Sorting · Teacher Quality · Demography · Educational Assessment and Improvement · Mathematics · Parental Involvement in Education · Psychology · School Choice and Performance
Advanced Placement
Under the Radar
Classroom Composition Affects Teacher Performance Ratings
Being and Becoming Woke in Teacher Education
“It’s the teachers’ fault”
The multidimensionality of school performance
Segregation within integrated schools
A Weight and Meta-Analysis on the Academic Achievement of High School Students
Toward educational equity in China
Examining the Presence and Equitable Distribution of Instructional Coaching Programs and Coaches’ Teaching Expertise Across Tennessee Schools
Rezoning Educational Opportunities
Teacher Quality and Students’ Post-Secondary Outcomes
Institutional characteristics moderating the relationship between classroom socioeconomic composition and teacher qualifications
A Method for Disentangling Multiple Treatments from a Regression Discontinuity Design
Who refers whom? The effects of teacher characteristics on disciplinary office referrals
Disruptive interactions
Inequality and within-school student-teacher assignment patterns
Are separate classrooms inherently unequal? The effect of within-school sorting on the socioeconomic test score gap in Hungary
Recent Trends in the Characteristics of New Teachers, the Schools in Which They Teach, and Their Turnover Rates
Beyond Tracking
The role of opportunity to learn in ethnic inequality in mathematics
How do academic selection systems affect pupils’ educational attainment? New evidence from an analysis of large-scale data on England
An Anxious Teacher
“The Kids can Handle it”
Examining the Instructional Sensitivity of Constructed-Response Achievement Test Item Scores
Teacher Sorting and Inequalities in Student Achievement
School Segregation at the Classroom Level in a Southern ‘New Destination’ State
Addressing the gap in creative pedagogies among teachers through instructional leadership
Latinos’ Changing Ethnic Group Representation From Elementary to Middle School
Within-School Achievement Sorting in Comprehensive and Tracked Systems
How group composition affects gifted students
Classroom racial/ethnic diversity and upper elementary children’s social-emotional development
Une ségrégation peut en cacher une autre. La répartition des élèves entre classes à prendre au sérieux
Classroom composition and quality in early childhood education
Can Technology Help Promote Equality of Educational Opportunities
Separate and Unequal Under One Roof
Interpersonal attitudes toward cross-ethnic peers in diverse middle schools
Race, culture and agency
The influence of adverse classroom and school experiences on first year teachers’ mental health and career optimism
Tracking and inequality
Understanding High Schools’ Effects on Longer‐Term Outcomes
Rigidity of class ability grouping practices in Australia
Grammar schools in England
Seeing What They Want to See
Socioeconomic Segregation and School Choice in American Public Schools
Teacher Quality Gaps by Disability and Socioeconomic Status
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students
Ahead of the Game? Course-Taking Patterns Under a Math Pathways Reform
The Segregation of Students by Income in Public Schools
Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools
Understanding Effective High Schools
Observational Evaluation of Teachers
Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching
Accelerating Opportunity
Leaving School Early
Leveling Up
Revisiting Teaching Quality Gaps
Causal Decomposition Analysis With Time-Varying Mediators
How did it get this way? Disentangling the sources of teacher quality gaps through agent-based modeling
The role of teachers and schools in explaining STEM outcome gaps
Learning Inequality in Francophone Africa
Does Cumulative Exposure to High-Poverty Schools Widen Test-Score Inequality
The Right Fit? Classroom Mismatch in Middle School and Its Inconsistent Effect on Student Learning
How School Socioeconomic Status Affects Achievement Growth across School Transitions in Early Educational Careers
Teachers in Schools with Low Socioeconomic Composition
Years AfterBrown
Categorical Inequality
Is Separate Still Unequal? New Evidence on School Segregation and Racial Academic Achievement Gaps
Evidence-Based Teacher Preparation
Simulation-Based Sensitivity Analysis in Optimal Treatment Regimes and Causal Decomposition With Individualized Interventions
"They Write Me Off and Don't Give Me a Chance to Learn Anything"
Access to Effective Teachers and Economic and Racial Disparities in Opportunities to Learn
Keeping track
Home advantage
Tracking inequality
Race, class, and education
Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students
Classroom Peer Effects and Student Achievement
Raising the Bar
Teachers and Student Achievement in the Chicago Public High Schools
Teacher-Student Matching and the Assessment of Teacher Effectiveness
Teacher Sorting and the Plight of Urban Schools
Boys Named Sue
Peer Effects, Teacher Incentives, and the Impact of Tracking
The Effects of Stratification in Secondary Schools
Who teaches whom? Race and the distribution of novice teachers
Why Public Schools Lose Teachers
The Impact of Individual Teachers on Student Achievement
How Large Are Teacher Effects?
Teachers, Schools, and Academic Achievement
Keeping Track
A Teacher Like Me
On Measuring Segregation in Samples With Small Units
Student Selection Into Course Sequences in Mathematics
Explaining race, poverty, and gender disparities in advanced course‐taking
The draw of home
Within‐School Variation in Teacher Quality
School Choice and the Distributional Effects of Ability Tracking
Measures of Segregation
Subverting Swann
Matchmaking
The Variable Effects of High School Tracking
Selection and Allocation Within Schools
The Organizational Context of Tracking in Schools
Invisible Inequality
Sociodemographic Diversity, Correlated Achievement, and De Facto Tracking
Middle Schools and Math Groups
Ability-Group Effects
Tracking
Social Class Differences in Family-School Relationships
Teachers and Tracking in a Comprehensive High School
Instructional and Institutional Effects of Ability Grouping
Systematic Sorting
The Black-White Gap in Mathematics Course Taking
When Race Matters
Race, School Integration, and Friendship Segregation in America
| Unique citing works | 72 |
|---|---|
| Citations per year | 6 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 72 |