Academic Mobility in U.S. Public Schools: Evidence from Nearly 3 Million Students. Working Paper No. 227-0220-2
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| Title: | Academic Mobility in U.S. Public Schools: Evidence from Nearly 3 Million Students. Working Paper No. 227-0220-2 |
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| Language: | English |
| Authors: | Austin, Wes, Figlio, David, Goldhaber, Dan, Hanushek, Eric A., Kilbride, Tara, Koedel, Cory, Lee, Jaeseok Sean, Luo, Jin, Özek, Umut, Parsons, Eric, Rivkin, Steven G., Sass, Tim R., Strunk, Katharine O., National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
| Source: | National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2021. |
| Availability: | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: | N |
| Page Count: | 74 |
| Publication Date: | 2021 |
| Document Type: | Reports - Evaluative |
| Education Level: | Elementary Secondary Education Early Childhood Education Elementary Education Grade 3 Primary Education Grade 8 Junior High Schools Middle Schools Secondary Education Higher Education Postsecondary Education High Schools |
| Descriptors: | Academic Achievement, School Districts, Social Mobility, Socioeconomic Status, Geographic Regions, Elementary Secondary Education, Socioeconomic Influences, Public Schools, Standardized Tests, Scores, Mathematics Achievement, Language Arts, Student Mobility, Racial Differences, Ethnicity, Grade 3, Grade 8, High School Graduates, Graduation |
| Geographic Terms: | Georgia, Massachusetts, Michigan, Missouri, Oregon, Texas, Washington |
| Assessment and Survey Identifiers: | ACT Assessment, SAT (College Admission Test) |
| Abstract: | There is empirical evidence of substantial heterogeneity in economic mobility across geographic areas and the efficacy of schools has been suggested as an explanatory factor. Using administrative microdata from seven states covering nearly 3 million students, we explore the potential role of schools in promoting economic mobility by estimating cross-district variation in "academic mobility"--a term we use to describe the extent to which students' ranks in the distribution of academic performance change during their schooling careers. We show that there exists considerable heterogeneity in academic mobility across school districts. However, after aggregating our district-level measures of academic mobility to the commuting-zone level and merging them with geographically matched external estimates of economic mobility, we find little scope for geographic differences in academic mobility to meaningfully account for differences in economic mobility. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | ED616052 |
| Database: | ERIC |
| Abstract: | There is empirical evidence of substantial heterogeneity in economic mobility across geographic areas and the efficacy of schools has been suggested as an explanatory factor. Using administrative microdata from seven states covering nearly 3 million students, we explore the potential role of schools in promoting economic mobility by estimating cross-district variation in "academic mobility"--a term we use to describe the extent to which students' ranks in the distribution of academic performance change during their schooling careers. We show that there exists considerable heterogeneity in academic mobility across school districts. However, after aggregating our district-level measures of academic mobility to the commuting-zone level and merging them with geographically matched external estimates of economic mobility, we find little scope for geographic differences in academic mobility to meaningfully account for differences in economic mobility. |
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