ERIC Number: ED110534
Record Type: Non-Journal
Publication Date: 1975-May
Reference Count: N/A
Is Differential Access to School an Important Factor in Student Outcomes? Report No. 195.
Karweit, Nancy L.
This paper explores whether differential access to school, as measured by student attendance, length of school day, and school term, is an important determinant of student outcomes (achievement and educational plans). It is stated here that most of the "school effects" research has utilized school level variables for school resources, assuming that each student benefits equally from these resources. One source of variation around these mean school values is simply the exposure that students have to these resources. This research it is held, attempts to incorporate such variation. Data from the Equality of Educational Opportunity survey for the sixth and twelfth grades and from a survey of 20 high schools were used. The latter data set made available both a student ability measure and attendance information drawn from school records (and not from student self-report data). The discussion first focuses on the school as the unit of analysis. In this discussion, some organizational features of the school which might influence attendance are examined. Later in the discussion, the individual student becomes the unit of analysis, and the technique of analysis of covariance is used to control for differential school level variables. Individual attendance then is viewed as a mediating variable between individual background factors, school factors, and achievement outcomes. (Author/JM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.