ERIC Number: ED113402
Record Type: Non-Journal
Publication Date: 1975-Sep
Reference Count: N/A
School District Effects on Academic Achievement: A Reconsideration. Report No. 201.
Alexander, Karl L.; Griffin, Larry J.
This paper is a critique of the utility of Bidwell and Kasarda's "socio-ecological" model of school district-level academic achievement. The paper is considered to show that this model is seriously misspecified due to its omission of aggregate levels of academic ability. Based on achievement test data from the 24 school district of the state of Maryland, the report finds that estimates of the influences of community resources and organizational characteristics of districts are markedly inflated due to the omission of aggregate levels of student ability from the analysis. One 5-10 percent of the total variance in student achievement in Maryland is estimated to lie between school districts. This figure establishes an upper bound on the importance of any and all district-level variables for academic achievement. These findings are held to seriously undermine the utility of the Bidwell-Kasarda model of school district-level academic achievement. It is asserted that specific results cannot be generalized for any other State because of the small number of school districts in Maryland and the fact that districts are coterminous with county boundaries. (Author/AM)
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.
Identifiers - Location: Maryland