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ERIC Number: EJ788489
Record Type: Journal
Publication Date: 2008-Mar
Pages: 29
Abstractor: Author
ISSN: ISSN-0924-3453
Differential School Effects among Low, Middle, and High Social Class Composition Schools: A Multiple Group, Multilevel Latent Growth Curve Analysis
Palardy, Gregory J.
School Effectiveness and School Improvement, v19 n1 p21-49 Mar 2008
This study uses large-scale survey data and a multiple group, multilevel latent growth curve model to examine differential school effects between low, middle, and high social class composition public schools. The results show that the effects of school inputs and school practices on learning differ across the 3 subpopulations. Moreover, student learning in low social class schools is far more sensitive to school factors than in middle and high social class schools. Yet, even after controlling for an extensive set of student background characteristics and school inputs, students attending low social class schools continued to learn at significantly slower rates. Widespread differences in the characteristics of schools across the subpopulations, which consistently challenge the educational milieu in low social class schools, likely contribute to differential school effects, as well as to the disparity in learning rates. The findings of this study accentuate the importance of school effectiveness research that goes beyond generic models to examine differential effects. (Contains 1 figure, 3 tables, and 15 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A