Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Socioeconomic Segregation And Educational Inequality PDF full book. Access full book title Socioeconomic Segregation And Educational Inequality.
| Author | : Nathan A. Burroughs |
| Publisher | : Springer Nature |
| Total Pages | : 135 |
| Release | : |
| Genre | : |
| ISBN | : 3031645944 |
| Author | : Nathan A. Burroughs |
| Publisher | : Springer |
| Total Pages | : 0 |
| Release | : 2024-09-28 |
| Genre | : Education |
| ISBN | : 9783031645938 |
This open access book uses multiple IEA Assessments to examine the relationship between socioeconomic segregation between classrooms and student outcomes. By examining Socioeconomic status (SES) segregation between classrooms as well as between schools, it produces a more accurate estimate of student sorting. Further, this study examines the differential impact of student sorting across subject areas and grades in order to explore whether school structure’s relationship to educational inequality exhibits content and longitudinal heterogeneity. This study employs time series, fixed-effect, random-effects, and synthetic-cohort methods to comprehensively investigate the robustness of the relationship between SES segregation and achievement inequalities. This project makes an important contribution to researchers’ understanding of student sorting’s impact using a comparative lens, while also providing important information to policymakers on the role of schools in mediating social inequalities.
| Author | : Maarten van Ham |
| Publisher | : Springer Nature |
| Total Pages | : 520 |
| Release | : 2021-03-29 |
| Genre | : Science |
| ISBN | : 303064569X |
This open access book investigates the link between income inequality and socio-economic residential segregation in 24 large urban regions in Africa, Asia, Australia, Europe, North America, and South America. It offers a unique global overview of segregation trends based on case studies by local author teams. The book shows important global trends in segregation, and proposes a Global Segregation Thesis. Rising inequalities lead to rising levels of socio-economic segregation almost everywhere in the world. Levels of inequality and segregation are higher in cities in lower income countries, but the growth in inequality and segregation is faster in cities in high-income countries. This is causing convergence of segregation trends. Professionalisation of the workforce is leading to changing residential patterns. High-income workers are moving to city centres or to attractive coastal areas and gated communities, while poverty is increasingly suburbanising. As a result, the urban geography of inequality changes faster and is more pronounced than changes in segregation levels. Rising levels of inequality and segregation pose huge challenges for the future social sustainability of cities, as cities are no longer places of opportunities for all.
| Author | : Louis Volante |
| Publisher | : Springer Nature |
| Total Pages | : 223 |
| Release | : 2019-08-31 |
| Genre | : Education |
| ISBN | : 9811398631 |
This book examines socioeconomic inequality and student outcomes across various Western industrialized nations and the varying success they have had in addressing achievement gaps in lower socioeconomic status student populations. It presents the national profiles of countries with notable achievement gaps within the respective school-aged student populations, explains the trajectory of achievement results in relation to both national and international large-scale assessment measures, and discusses how relevant education policies have evolved within their national contexts. Most importantly, the national profiles investigate the effectiveness of policy responses that have been adopted to close the achievement gap in lower socioeconomic status student populations. This book provides a cross-national analysis of policy approaches designed to address socioeconomic inequality.
| Author | : Gabriel Gutierrez Cofre |
| Publisher | : |
| Total Pages | : |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
| Author | : Markus Broer |
| Publisher | : Springer |
| Total Pages | : 91 |
| Release | : 2019-05-15 |
| Genre | : Education |
| ISBN | : 3030119912 |
This open access book focuses on trends in educational inequality using twenty years of grade 8 student data collected from 13 education systems by the IEA’s Trends in Mathematics and Science Study (TIMSS) between 1995 and 2015. While the overall positive association between family socioeconomic status (SES) and student achievement is well documented in the literature, the magnitude of this relationship is contingent on social contexts and is expected to vary by education system. Research on how such associations differ across societies and how the strength of these relationships has changed over time is limited. This study, therefore, addresses an important research and policy question by examining changes in the inequality of educational outcomes due to SES over this 20-year period, and also examines the extent to which the performance of students from disadvantaged backgrounds has improved over time in each education system. Education systems generally aim to narrow the achievement gap between low- and high-SES students and to improve the performance of disadvantaged students. However, the lack of quantifiable and comprehensible measures makes it difficult to assess and monitor the effect of such efforts. In this study, a novel measure of SES that is consistent across all TIMSS cycles allows students to be categorized into different socioeconomic groups. This measure of SES may also contribute to future research using TIMSS trend data. Readers will gain new insight into how educational inequality has changed in the education systems studied and how such change may relate to the more complex picture of macroeconomic changes in those societies.
| Author | : Victoria Elyse Sosina |
| Publisher | : |
| Total Pages | : |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
Though optimistically touted as "the great equalizer, " the U.S. education system has historically been plagued by inequality along the axes of race, ethnicity, and socioeconomic status. Guided by theoretical traditions from sociology and the applied perspective of education policy, this dissertation builds on prior work by asking: How does racial, ethnic, and socioeconomic context matter for educational inequality? With a particular focus on racial/ethnic segregation and socioeconomic inequality, this work explores inter-group disparities in educational inputs and experiences that evidence suggest matter for student wellbeing, including school discipline and finance. Together, these studies provide descriptive evidence of the social processes and contexts that structure disparities in educational experiences. This kind of descriptive work, informed by theory as well as the applied concerns of education researchers, represents a key addition to scholarship focused on how to define, understand, and remedy inequality in K-12 education.
| Author | : Facing History and Ourselves |
| Publisher | : |
| Total Pages | : 172 |
| Release | : 2020-06-08 |
| Genre | : |
| ISBN | : 9780979844058 |
This resource investigates the choices made by the Little Rock Nine and others in the Little Rock community during the civil rights movement during efforts to desegregate Central High School in 1957.
| Author | : Gabriel Gutiérrez Cofré |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : Academic achievement |
| ISBN | : |
For decades the stratification of educational systems and schools' socioeconomic composition have been observed as potential causes of inequalities in achievement across social groups. In Chile, these concerns are intertwined with a context of policies promoting both school choice and between-school competition. This work focuses on assessing the evolution of schools' socioeconomic segregation during recent decades and estimating the short- and long-term effects of classmates' characteristics on student academic outcomes. The first chapter offers a description of the Chilean educational system (as most of the following chapters will use data from this country) and its challenges regarding educational inequality and the separation of social groups across schools. Chapter 2 provides an international comparison of socioeconomic segregation trends in 34 educational systems based on a measure of Dissimilarity (Duncan index). Chapter 3 analyses trends of segregation in Chile since 1999 (using the Square Root Index) and provides new information about how the separation of students from different backgrounds is distributed across school types and related to specific features of the market-oriented system. In Chapter 4, the impact of the socioeconomic characteristics of primary school classmates on secondary level academic outcomes is estimated and analysed. Finally, Chapter 5 continues to investigate the effects of the peer characteristics, but instead focusing on the impact of their academic attributes in the long-run (observing outcomes in entrance to higher education). The findings in this work suggest that school socioeconomic segregation has not varied significantly over time, either in Chile or other educational systems. Moreover, segregation appears to be impervious to recent attempts to affect schools' social composition. In the case of Chile, features of the system (such as co-payments and student selection) are correlated with greater segregation. However, a significant proportion of the segregation is attributable to within-sector segregation, which may be reflecting parental preferences. Estimates' - using a school fixed effects approach' - also confirm that students benefit academically from being exposed to wealthier peers at the primary level. Moreover, a more socioeconomically diverse classroom does not lead to negative results. Although the socioeconomic background of the former classroom members exerts a relatively small effect, the impact appears to endure over time (at least in Mathematics). The impact of academic characteristics is negative, suggesting that being exposed to more talented classmates at the primary level has detrimental effects on students' performance on higher education entrance examinations.
| Author | : Jaap Dronkers |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 336 |
| Release | : 2010-07-03 |
| Genre | : Education |
| ISBN | : 9048139937 |
This cogent analysis of data on education and society from a variety of sources sets out to provide answers to scientific and policy questions on the quality of education and the way it relates to various forms of inequality in modern societies, particularly in Europe. The authors examine not only the well known cross-national PISA datasets, but also the European Social Survey and TIMSS, going further than many researchers by folding into their analyses economic, legal and historical factors. Most research up to now using the PISA data is restricted to educational research. Interesting as that educational question is, the chapters here use the PISA, and other data, to explore more profoundly the relationship between education and the various forms of inequality in European and other modern societies. The work comes from two different perspectives: one that looks at how the different characteristics of societies, their economies, and their educational systems influence the average educational achievements of specific groups of pupils, such as immigrants, in those societies; and a second, which explores how, and in what degree, the characteristics of schools, educational systems and labour-markets either hardens or softens differences in the educational outcomes of various groups of pupils. With a special feature of the book being its emphasis on comparing Asian and European countries, and with the content free of the political constraints that can often attend studies of these datasets, this book will be an vital resource for educationalists and policy-makers alike.
