Socioeconomic Segregation and Educational Inequality: Evidence from International Assessments. IEA Research for Education. Volume 15
Saved in:
| Title: | Socioeconomic Segregation and Educational Inequality: Evidence from International Assessments. IEA Research for Education. Volume 15 |
|---|---|
| Language: | English |
| Authors: | Nathan A. Burroughs, Jacqueline A. Gardner, Dirk F. Zuschlag, Craig Joseph Van Vliet, International Association for the Evaluation of Educational Achievement (IEA) (Netherlands) |
| Source: | International Association for the Evaluation of Educational Achievement. 2024. |
| Availability: | International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl |
| Peer Reviewed: | N |
| Page Count: | 135 |
| Publication Date: | 2024 |
| Intended Audience: | Researchers; Policymakers |
| Document Type: | Book Collected Works - General |
| Education Level: | Elementary Secondary Education |
| Descriptors: | School Segregation, Socioeconomic Status, Student Placement, Classification, Equal Education, Intellectual Disciplines, Instructional Program Divisions, Institutional Characteristics, Elementary Secondary Education, Foreign Countries, International Assessment, Outcomes of Education |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study, International Civic and Citizenship Education Study |
| ISSN: | 2366-1631 2366-164X |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676187 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 2366-1631 2366-164X |
