TY - JOUR
T1 - School efficiency and student subgroups
T2 - Is a good school good for everyone?
AU - Kim, Dae Yeop
AU - Zabel, Jeffrey E.
AU - Stiefel, Leanna
AU - Schwartz, Amy Ellen
N1 - Funding Information:
Support for this research was provided by the U.S. Department of Education grant number R30ST01011R. All results and interpretations are our own. Correspondence should be sent to Dae Yeop Kim, Graduate School of Education, Portland State University, PO Box 751, Portland, OR 97207-0751. E-mail: [email protected]
PY - 2006
Y1 - 2006
N2 - State and federal accountability reforms are putting considerable pressure on schools to increase the achievement of historically low-performing groups of students and to close test score gaps. In this article, we exploit the differences among the large number of elementary schools in New York City to examine how much school vary in the efficiency of the education they provide to subgroups. In addition, we examine the extent to which observable school characteristics can account for the variation that exists. We find that New York City elementary schools vary in how well they educate poor students compared to nonpoor students and Asian and White students compared to Black and Hispanic students. The disparities in school efficiency measures between boys and girls are lower than for the other subgroups. There is no conclusive evidence about which school resources and characteristics are associated with more or less efficient education across all subgroups.
AB - State and federal accountability reforms are putting considerable pressure on schools to increase the achievement of historically low-performing groups of students and to close test score gaps. In this article, we exploit the differences among the large number of elementary schools in New York City to examine how much school vary in the efficiency of the education they provide to subgroups. In addition, we examine the extent to which observable school characteristics can account for the variation that exists. We find that New York City elementary schools vary in how well they educate poor students compared to nonpoor students and Asian and White students compared to Black and Hispanic students. The disparities in school efficiency measures between boys and girls are lower than for the other subgroups. There is no conclusive evidence about which school resources and characteristics are associated with more or less efficient education across all subgroups.
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U2 - 10.1207/s15327930pje8104_5
DO - 10.1207/s15327930pje8104_5
M3 - Article
AN - SCOPUS:33846705948
SN - 0161-956X
VL - 81
SP - 95
EP - 117
JO - Peabody Journal of Education
JF - Peabody Journal of Education
IS - 4
ER -