ERIC Number: ED672273
Record Type: Non-Journal
Publication Date: 2023-May-22
Pages: 54
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Within-School Heterogeneity in Quality: Do Schools Provide Equal Value Added to All Students? EdWorkingPaper No. 23-778
Matthew Naven
Annenberg Institute for School Reform at Brown University
Low-socioeconomic status (SES), minority, and male students perform worse than their high-SES, non-minority, and female peers on standardized tests. This paper investigates how within-school differences in school quality contribute to these educational achievement gaps. Using individual-level data on the universe of public-school students in California, I estimate school quality using a value added methodology that accounts for the fact that students sort to schools on observable characteristics. I allow for within-school heterogeneity by estimating a distinct value added for each school's low-/high-SES, minority/non-minority, and male/female students. Standard value added models suggest that on average schools provide less value added to their low-SES, minority, and male students, particularly on postsecondary enrollment. However, value added models that control for neighborhood, older-sibling, and peer characteristics suggest that schools provide similar value added to low-/high-SES students and minority/non-minority students but more value added to female students. Within-school heterogeneity accounts for 6% of the test-score achievement gap and 22% of the difference in postsecondary enrollment between men and women. [Additional funding provided by the Russell J. and Dorothy S. Bilinski Educational Foundation Dissertation Writing Fellowship.]
Descriptors: Elementary School Students, Secondary School Students, Low Income Students, Minority Group Students, Males, Standardized Tests, Scores, Achievement Gap, Low Achievement, Educational Quality, Equal Education, Individual Differences, Student Diversity, Public Schools, Student Characteristics, College Enrollment, Enrollment Rate, Value Added Models
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R305E150006
Department of Education Funded: Yes
Author Affiliations: N/A