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The impact of school SES on student achievement: Evidence from U.S. statewide achievement data
Armor, David J. Marks, Gary Malatinszky, Aron
Armor, David J.
Marks, Gary
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.
Keywords
school SES, student achievement, socioeconomic integration
Date
2018
Type
Journal article
Journal
Educational Evaluation and Policy Analysis: a quarterly publication of the American Educational Research Association
Book
Volume
40
Issue
4
Page Range
613-630
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled