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An examination of racial and ethnic resegregation and its impact on student achievement in California high schools.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Rui, Ning.
- Language:
- English
- Subjects (All):
- Ethnology--Research.
- Ethnology.
- Education, Secondary.
- Education and state.
- Educational sociology.
- Education, Sociology of.
- Education, Policy.
- Sociology, Ethnic and Racial Studies.
- 0340.
- 0458.
- 0533.
- 0631.
- Penn dissertations--Education.
- Education--Penn dissertations.
- Local Subjects:
- Education, Sociology of.
- Education, Policy.
- Education, Secondary.
- Sociology, Ethnic and Racial Studies.
- Penn dissertations--Education.
- Education--Penn dissertations.
- 0340.
- 0458.
- 0533.
- 0631.
- Physical Description:
- 95 pages
- Contained In:
- Dissertation Abstracts International 74-02A(E).
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- This study is designed to: (1) examine the patterns and trends in racial and ethnic segregation among public high schools in California from 1989 to 2007, (2) explore the individual and school variables that correlate with and may then influence student academic achievement, and (3) estimate the effects of school segregation on minority student achievement. Statewide California Assessment Program (CAP) data for year 1988–1989 were retrieved from Rumberger and Willms' study (1992). In addition, the study used data of the tenth-grade enrollment and California High School Exit Examination (CAHSEE) in 2005–2007. Dissimilarity and isolation indices were calculated based on student demographic data in 1989 and 2007, to understand statewide school segregation/resegregation patterns over two decades. A cluster analysis was conducted to sort the schools into categories based on racial/ethnic composition. A two-stage hierarchical linear model (HLM) was applied to estimate the associations of individual and school contextual variables with the CAHSEE scores. Finally, both multiple linear regression and propensity score analyses were conducted to explore how homogeneity of student racial composition was associated with Hispanic, African American and Asian students' academic achievement. This study reveals that the extent of statewide school segregation remains almost unchanged over the last two decades. Half of the students would still have had to relocate schools in order to achieve racial integration for all of the schools. While the extent of segregation has been slightly reduced for black students, it has increased for Hispanic and Asian students. The extent of segregation varies widely across the six largest districts. About one-third of the variance in student achievement is attributable to between-schools effect, and over half of this effect is due to discrepancies in school context versus school practice. The results from the linear regression and propensity score analyses both suggest that homogeneity of student racial composition tends to be negatively associated with Hispanic and black students' achievement and positively associated with Asian students' achievement. More research is needed to uncover the school contextual and cultural factors that might moderate the relationship of school racial composition and student achievement.
- Notes:
- Thesis (Ph.D. in Education) -- University of Pennsylvania, 2012.
- Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
- Adviser: Robert F. Boruch.
- Local Notes:
- School code: 0175.
- ISBN:
- 9781267713117
- Access Restriction:
- Restricted for use by site license.
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