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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.]
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