Student Eligibility for a Free Lunch as an SES Measure in Education Research

Harwell, Michael R.; LeBeau, Brandon

doi:10.3102/0013189x10362578

Cited by 229 publications

(198 citation statements)

References 51 publications

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“…A second limitation of the CCD data is that reported FLE counts are an imperfect proxy for true student eligibility counts (Harwell & LeBeau, 2010). Some eligible students do not enroll in the free lunch program, and some ineligible students do enroll.…”

Section: Common Core Of Datamentioning

confidence: 99%

Income Segregation Between Schools and School Districts

Owens

Reardon

Jencks

2016

American Educational Research Journal

271

186

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Although trends in the racial segregation of schools are well documented, less is known about trends in income segregation. We use multiple data sources to document trends in income segregation between schools and school districts. Between-district income segregation of families with children enrolled in public school increased by over 15% from 1990 to 2010. Within large districts, between-school segregation of students who are eligible and ineligible for free lunch increased by over 40% from 1991 to 2012. Consistent with research on neighborhood segregation, we find that rising income inequality contributed to the rise in income segregation between schools and districts during this period. The rise in income segregation between both schools and districts may have implications for inequality in students' access to resources that bear on academic achievement.ANN OWENS is an assistant professor of sociology and (by courtesy) spatial sciences at the University of Southern California, 851 Downey Way, Los Angeles, CA 90089-1059; e-mail: annowens@usc.edu. Her research interests include sociology of education, urban sociology, social policy, and social stratification. Current research focuses on the causes, trends, and consequences of income and racial segregation between neighborhoods and schools. SEAN F. REARDON is the endowed Professor of Poverty and Inequality in Education and professor (by courtesy) of sociology at Stanford University. His research focuses on the causes, patterns, trends, and consequences of social and educational inequality; the effects of educational policy on educational and social inequality; and applied statistical methods for educational research. CHRISTOPHER JENCKS is the Malcolm Wiener Professor of Social Policy at the Harvard Kennedy School. His recent research deals with changes in family structure over the past generation, the costs and benefits of economic inequality, the extent to which economic advantages are inherited, and the effects of welfare reform. His books include The Academic Revolution (with David Riesman);

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Section: Common Core Of Datamentioning

confidence: 99%

Income Segregation Between Schools and School Districts

Owens

Reardon

Jencks

2016

American Educational Research Journal

271

186

View full text Add to dashboard Cite

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“…The second threat originates from the reliable identification of students included in the at-risk categories. Although authors such as Harwell and LeBeau (2010) have challenged the use of FRL status of students as a proxy measure of socioeconomic stats, reliable identification of the students in the four at-risk categories could pose a greater threat. For instance, in one urban district Pogash (2008) reported a 37 percent participation rate among high school students that were eligible for FRL.…”

Section: Limitations Of the Studymentioning

confidence: 99%

Large and Small Urban School Districts: Empirical Identification and Comparison Utilizing Student Population

Hochbein¹,

Harbour²

2015

Advances in Educational Administration

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“…County data were then ranked in order by FRL percentage and organized into thirds, consisting of low, medium, and high categories. It should be acknowledged that using free and reduced lunch percentages as an indicator of socioeconomic status is widely used in school-based studies despite numerous limitations (Harwell & LeBeau, 2010).…”

Section: Teacher Demographicsmentioning

confidence: 99%

Use of Evidence-Based Survey Methods to Explore Early Elementary School Teachers’ Approaches to Managing Student Anxiety

Birnbaum¹,

Witmer²,

Carlson³

2017

JEDP

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The purpose of this study was to describe and explore early elementary school teachers' practices with regard to addressing student anxiety, focusing on the types of anxiety-reducing strategies they teach in their classes, the level at which they teach them (i.e., on an individual, small group, or whole class level), and the nature of the approach they use (i.e., proactive or reactive). Using a modified version of Tailored Design Methodology (TDM; Dillman, Smyth, & Christian, 2014), survey results (N=190 teacher participants; 64% response rate) indicated that almost two-thirds (66%) of teachers affirmed that student anxiety was impacting their classrooms. Almost all teachers (i.e., 90%) acknowledged teaching multiple anxiety-reducing strategies to their students, contrary to expectations. Survey participants most commonly reported teaching strategies to the whole class, as opposed to teaching strategies to small groups of students or to students on an individual basis. Use of reactive, as opposed to proactive approaches to teaching these strategies were more often reported. Implications are provided for how school personnel can support teachers in using a more proactive approach and ensuring that targeted instruction is available for students with more intensive needs.

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Student Eligibility for a Free Lunch as an SES Measure in Education Research

Cited by 229 publications

References 51 publications

Income Segregation Between Schools and School Districts

Income Segregation Between Schools and School Districts

Large and Small Urban School Districts: Empirical Identification and Comparison Utilizing Student Population

Use of Evidence-Based Survey Methods to Explore Early Elementary School Teachers’ Approaches to Managing Student Anxiety

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