A Multilevel Model of the Social Distribution of High School Achievement

Lee, Valerie E.; Bryk, Anthony S.

doi:10.2307/2112866

Cited by 459 publications

(302 citation statements)

References 28 publications

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“…When schools are segregated by their socioeconomic status (SES), they differ in many ways, including teacher quality, staffing ratios, school climate, and teachers' expectations (20). Previous research has found a school's mean SES to have a contextual effect on students' achievement and dropout rates, over and beyond the effects of individual students' background characteristics (20)(21)(22)(23)(24)(25).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The schooling of children of immigrants: Contextual effects on the educational attainment of the second generation

Portes

Hao

2004

Proc. Natl. Acad. Sci. U.S.A.

179

132

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We supplement earlier published findings on the academic achievement of the immigrant second generation with an analysis of school contextual effects based on the same large data set used by the best-known prior analyses, the Children of Immigrants Longitudinal Study. A hierarchical model of contextual and individual-level effects on academic achievement and school attrition reveals patterns that reproduce those found in national student surveys but also others that are unique to the second generation. Among the latter are the resilient negative effect of length of U.S. residence on achievement across school contexts and the fact that strong effects of national origin on grades are attenuated in schools with high proportions of coethnics. Mexican-origin students display significant disadvantages in achievement and retention that are generally compounded, not alleviated, by the schools that they attend. A theoretical explanation of this pattern is advanced, and its practical implications are discussed.T he rapid growth of immigration during the past three decades has transformed the demographic structure of the United States and the nature of its interethnic relations. During the past intercensal period, immigration accounted for Ͼ70% of the growth of the American population; the foreign-born population reached 30 million, approaching the historic record of 15% of the total population attained in the 1920s. By 1997, a remarkable 62% of the population of Los Angeles was of immigrant stock (first or second generation) as were 54% of New York's, 43% of San Diego's, and 72% of Miami's population (1, 2).Although the initial attention of scholars and policy makers focused on the immigrants themselves, it has become clear over time that the long-term consequences of today's immigrant wave are more closely linked with the second generation and its chances for successful adaptation. Immigrant children and U.S.-born children of immigrants are the fastest growing segment of the nation's population under 18 years of age. By 2000, they approached 15 million or 1 in 5 of all young Americans (3, 4).Unlike first-generation immigrants whose concerns and aspirations are commonly centered in their country of origin and who frequently return there, the second generation is composed of U.S. citizens and most of its members are here to stay (5, 6). Most of this population is still young and the majority are still in school (4, 7). Hence, the principal outcomes of the adaptation process at this stage are educational: academic attainment and the likelihood of graduating vs. dropping out of high school. In this article, we examine the effects of the class and ethnic composition of the schools that second-generation youths attend in early adolescence on these key outcomes.Using data from the Children of Immigrants Longitudinal Study (CILS), the most extensive data source on the immigrant second generation to date, Portes and Rumbaut (8) analyzed the educational adaptation process of this population. Results were published in a series of a...

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Section: Theoretical Backgroundmentioning

confidence: 99%

The schooling of children of immigrants: Contextual effects on the educational attainment of the second generation

Portes

Hao

2004

Proc. Natl. Acad. Sci. U.S.A.

179

132

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“…By contrast, many other studies have revealed that school characteristics make a significant difference in student achievement (e.g., Fuller & Clarke, 1994;Greenwald, Hedges & Laine, 2006;Lee, 2000;Willms & Somers, 2001). In particular, the importance of school structure variables, such as location and sector (e.g., Lubienski, 2006; Organisation for Economic Co-operation and Development [OECD], 2010a), school composition variables, such as school socioeconomic status (SES) (e.g., Caldas & Bankston, 1997;Ewijk & Sleegers, 2010;Ho & Willms, 1996;Konstantopoulos, 2006;Lee & Bryk, 1989), school environment (e.g., Ma & Klinger, 2000;OECD, 2010b), and school resources (e.g., Rutter & Maughan, 2002), has been demonstrated in previous research. These variables are also likely to relate to student achievement, because PISA 2009 results indicate that the average achievement in reading varies considerably across schools in Albania (OECD, 2010b).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, several researchers have attempted to identify features of schools where the relationship between SES and student achievement is stronger or weaker (see Caldas & Bankston, 1997;C. Howley & A. Howley, 2004;Lee, 2000;Lee & Bryk, 1989;Lee, Croninger, & Smith, 1997;Willms, 2003;Zhao, Valcke, Desoete, & Verhaeghe, 2012). However, no previous research in Albania has explored school-level characteristics associated with achievement gaps by SES.…”

Section: Introductionmentioning

confidence: 99%

School Effects, Gender and Socioeconomic Differences in Reading Performance: A Multilevel Analysis

Shera¹

2014

IES

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The purpose of this paper is to examine the characteristics of Albanian secondary schools, which are associated with reading achievement and the effects of gender and socio-economic status on reading performance of 15-year-old students. This study used data on the background and achievement of 4,596 students in 181 Albanian schools from the 2009 Programme for International Student Assessment (PISA). Given the nested structure of the data, two-level Hierarchical Linear Modeling (HLM) methods were used to address multilevel research questions. About a third of the total variance in reading performance lies between schools, indicating that school characteristics are important in predicting student achievement. The results clearly reveal the significant relationships of socio-economic status (SES) and gender with student achievement, even after controlling for family structure (two parent families versus others), learning strategies use, and reading engagement. There is also a substantial variability among schools on gender difference in student performance and the effect of SES on student performance. The results from the between-school model suggest that school type, school SES and classroom environment are significant predictors of school performance. Moreover, gender gap in reading performance is associated with school sector (public/private), school location (urban/rural), and average reading engagement; and SES effect on student performance is associated with school type (general/vocational), school location and average reading engagement. The characteristics of schools that make them excellent and more equitable are summarized.

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“…Effect of school urbanization, family SES and parents' homework involvement on students' self-assigned homework -Firstly, special characteristics of the schools seem to affect the way students are involved in homework (Lee & Bryk, 1989). For example, a Catholic school with a strong emphasis on academic achievement reinforces students' active participation in homework (Bryk, Holland, Lee, & Carriedo, 1984).…”

Section: Toward An Integrated Modelmentioning

confidence: 99%

Can parents’ homework assigned compensate for disadvantaged students’ learning achievement in Mainland China?

Zhao¹,

Valcke²,

Desoete³

et al. 2016

IJRSE

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Homework aims to improve variables and processes related to academic achievement. In China, homework assignments are not only given by teachers, but also by parents and students themselves. In present study we focus on the impact of additional homework developed by parents and learners. The data comes from 10,959 students enrolled in Chinese primary schools. The results reveal that parents and students from disadvantaged families approach homework as a way to compensate for an unprivileged background. Students develop homework assignments depending on the extent to which their parents develop homework. It shows that the learning performance of students improves significantly when their parents with low level jobs assign a moderate level of homework. In contrast, student achievement is significantly lower when their parents with high level jobs don't assign any homework. Students from disadvantaged families benefit largely from homework involvement. Although there is a certain compensatory impact of homework, educational authorities should provide additional support to students from disadvantaged families.

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A Multilevel Model of the Social Distribution of High School Achievement

Cited by 459 publications

References 28 publications

The schooling of children of immigrants: Contextual effects on the educational attainment of the second generation

The schooling of children of immigrants: Contextual effects on the educational attainment of the second generation

School Effects, Gender and Socioeconomic Differences in Reading Performance: A Multilevel Analysis

Can parents’ homework assigned compensate for disadvantaged students’ learning achievement in Mainland China?

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