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ERIC Number: ED346613
Record Type: RIE
Publication Date: 1992-Apr
Pages: 25
Abstractor: N/A
Variance of Student Achievement in Effective and Ineffective Schools: Inconsistencies across SES Categories.
Crone, Linda J.; Tashakkori, Abbas
Findings from a study that sought to determine the degree to which effective schools are uniformly effective for all students regardless of socioeconomic status (SES) are presented in this paper. Data were derived from a large nationally representative set of 989 schools that were involved in the National Education Longitudinal Study (NELS) of 1988, a project involving eighth graders. Questionnaires were also administered to students, parents, and schools. Regression analysis was used to classify the schools into effectiveness levels and compare their variance of student achievement. Findings indicate that effective schools were homogeneously effective for students only when the student population was homogeneous. When high- and low-SES schools were examined separately, upper-SES schools had the smallest variation in student achievement in the effective schools. Conversely, the lower SES schools had the smallest variation in student achievement in the ineffective schools. The results point to the importance of considering the variance of student achievement and its relationship to SES variables in studies of school effectiveness. Three tables are included. (21 references) (LMI)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).