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ERIC Number: EJ1114023
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
EISSN: N/A
The Relations of a School's Capacity for Institutional Diversity to Student Achievement in Socio-Economically, Ethnically, and Linguistically Diverse Schools
Min, Sookweon; Goff, Peter T.
International Journal of Inclusive Education, v20 n12 p1310-1325 2016
This study examines how a school's capacity for institutional diversity relates to student achievement in socio-economically, ethnically, and linguistically diverse schools. It also investigates whether various student groups benefit differently from a school's level of student diversity and its institutional capacity for diversity. Using data from the High School Longitudinal Study of 2009 (HSLS:09), the study uses two-level hierarchical linear models to explore the relationships between multiple types of school diversity and student achievement and to examine the role played by an institution's capacity for diversity. Our findings confirm that different types of school diversity have different associations with the academic achievement of students from varied family and language backgrounds. We also find that a school's capacity for diversity is a significant predictor of the academic success of students, particularly for students from lower income families and those who use a home language other than English.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A