The impact of school SES on student achievement: Evidence from U.S. statewide achievement data

Journal article


Armor, David J., Marks, Gary and Malatinszky, Aron 2018. The impact of school SES on student achievement: Evidence from U.S. statewide achievement data. Educational Evaluation and Policy Analysis: a quarterly publication of the American Educational Research Association. 40 (4), pp. 613 - 630. https://doi.org/10.3102/0162373718787917
AuthorsArmor, David J., Marks, Gary and Malatinszky, Aron
Abstract

After the U.S. Supreme Court restricted the use of race in assigning students to schools, there was a surge in advocacy of school integration based on student socioeconomic status (SES). Benefits of socioeconomic integration have been supported by various studies finding significant effects of school SES on achievement after controlling for individual student SES. This article investigates school SES effects using statewide longitudinal achievement data from several U.S. states. School SES effects nearly vanish after controlling for a student’s prior achievement or, alternatively, controlling for stable differences among students using fixed effects models. The article concludes that large school SES effects often found in cross-sectional studies are artifacts of aggregation and are not a sound basis for SES-based school integration policies.

Keywordsschool SES; student achievement; socioeconomic integration
Year2018
JournalEducational Evaluation and Policy Analysis: a quarterly publication of the American Educational Research Association
Journal citation40 (4), pp. 613 - 630
PublisherSage Publications Ltd.
ISSN0162-3737
Digital Object Identifier (DOI)https://doi.org/10.3102/0162373718787917
Scopus EID2-s2.0-85050314655
Page range613 - 630
Place of publicationUnited States of America
Permalink -

https://acuresearchbank.acu.edu.au/item/86q23/the-impact-of-school-ses-on-student-achievement-evidence-from-u-s-statewide-achievement-data

Restricted files

Publisher's version

  • 0
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia
Marks, Gary 2018. Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia. Journal for Labour Market Research. 52 (1), pp. 1 - 14. https://doi.org/10.1186/s12651-018-0241-0
Students in Australian Catholic and independent schools have more positive learning environments: Evidence from the 2012 PISA study
Marks, Gary 2017. Students in Australian Catholic and independent schools have more positive learning environments: Evidence from the 2012 PISA study. Journal of School Choice. 11 (3), pp. 426 - 441. https://doi.org/10.1080/15582159.2017.1301176
The contribution of genes and the environment to educational and socioeconomic attainments in Australia
Marks, Gary 2017. The contribution of genes and the environment to educational and socioeconomic attainments in Australia. Twin Research and Human Genetics. 20 (4), pp. 281 - 289. https://doi.org/10.1017/thg.2017.32
University and vocational education, and youth labour market outcomes in Australia
Marks, Gary 2017. University and vocational education, and youth labour market outcomes in Australia. Journal of Education and Work. 30 (8), pp. 868 - 880. https://doi.org/10.1080/13639080.2017.1366648
Family income has only weak effects on cognitive scores in Australia: A comment on Khanam and Nghiem
Marks, Gary 2017. Family income has only weak effects on cognitive scores in Australia: A comment on Khanam and Nghiem. Demography. 54 (2), pp. 801 - 807. https://doi.org/10.1007/s13524-017-0557-3
Explaining the substantial inter-domain and over-time correlations in student achievement: The importance of stable student attributes
Marks, Gary Neil 2016. Explaining the substantial inter-domain and over-time correlations in student achievement: The importance of stable student attributes. Educational Research and Evaluation. 22 (1-2), pp. 45 - 64. https://doi.org/10.1080/13803611.2016.1191359
The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia
Marks, Gary Neil 2016. The relative effects of socio-economic, demographic, non-cognitive and cognitive influences on student achievement in Australia. Learning and Individual Differences. 49, pp. 1 - 10. https://doi.org/10.1016/j.lindif.2016.05.012
The declining influence of family background on educational attainment in Australia : The role of measured and unmeasured influences
Marks, Gary and Mooi-Reci, Irma 2016. The declining influence of family background on educational attainment in Australia : The role of measured and unmeasured influences. Social Science Research. 55, pp. 171 - 185. https://doi.org/10.1016/j.ssresearch.2015.10.002
School sector differences in student achievement in Australian primary and secondary schools: A longitudinal analysis
Marks, Gary 2015. School sector differences in student achievement in Australian primary and secondary schools: A longitudinal analysis. Journal of School Choice. 9 (2), pp. 219 - 238. https://doi.org/10.1080/15582159.2015.1028827
Do Catholic and Independent schools add-value to students tertiary entrance performance? Evidence from longitudinal population data
Marks, Gary Neil 2015. Do Catholic and Independent schools add-value to students tertiary entrance performance? Evidence from longitudinal population data. Australian Journal of Education. 59 (2), pp. 133 - 157. https://doi.org/10.1177/0004944115586658
The size, stability, and consistency of school effects: Evidence from Victoria
Marks, Gary 2015. The size, stability, and consistency of school effects: Evidence from Victoria. School Effectiveness and School Improvement. 26 (3), pp. 397 - 414. https://doi.org/10.1080/09243453.2014.964264
Are school-SES effects statistical artefacts? Evidence from longitudinal population data
Marks, Gary 2015. Are school-SES effects statistical artefacts? Evidence from longitudinal population data. Oxford Review of Education. 41 (1), pp. 122 - 144. https://doi.org/10.1080/03054985.2015.1006613
Education, social background and cognitive ability: The decline of the social
Marks, Gary Neil 2014. Education, social background and cognitive ability: The decline of the social. United Kingdom: Routledge.
Demographic and socioeconomic inequalities in student achievement over the school career
Marks, Gary 2014. Demographic and socioeconomic inequalities in student achievement over the school career. Australian Journal of Education. 58 (3), pp. 223 - 247. https://doi.org/10.1177/0004944114537052
Reaching Year 12 in Victoria, Australia: Student and school influences
Marks, Gary 2014. Reaching Year 12 in Victoria, Australia: Student and school influences. Educational Research and Evaluation. 20 (5), pp. 333 - 347. https://doi.org/10.1080/13803611.2014.964262
Reproduction of economic inequalities : Are the figures for the United States and United Kingdom too high?
Marks, Gary 2013. Reproduction of economic inequalities : Are the figures for the United States and United Kingdom too high? Comparative Social Research. 30, pp. 341 - 363. https://doi.org/10.1108/S0195-6310(2013)0000030016
Evaluating effectively maintained inequality : School and post-school transitions, socioeconomic background, academic ability and curricular placement
Marks, Gary 2013. Evaluating effectively maintained inequality : School and post-school transitions, socioeconomic background, academic ability and curricular placement. Social Science Research. 42 (6), pp. 1635 - 1649. https://doi.org/10.1016/j.ssresearch.2013.07.004
Predictors of accuracy of diagnosis of chronic obstructive pulmonary disease in general practice
Zwar, Nick, Marks, G., Hermiz, O., Middleton, Sandy, Comino, E., Hasan, I., Vagholkar, S. and Wilson, S F. 2011. Predictors of accuracy of diagnosis of chronic obstructive pulmonary disease in general practice. Medical Journal of Australia. 195 (4), pp. 168 - 171.
Issues in the Conceptualisation and Measurement of Socioeconomic Background: Do Different Measures Generate Different Conclusions?
Marks, Gary Neil 2011. Issues in the Conceptualisation and Measurement of Socioeconomic Background: Do Different Measures Generate Different Conclusions? Social Indicators Research. 104 (2), pp. 225 - 251. https://doi.org/10.1007/s11205-010-9741-1