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Comment on "Schools and Inequality: A Multilevel Analysis of Coleman’s Equality of Educational Opportunity Data"


by Benjamin Domingue, Susan Thomas, Ruhan Circi Kizil & Gregory Camilli — September 16, 2011

Borman and Dowling’s (2010) Schools and Inequality is a re-analysis of reading achievement data originally collected for the Coleman Report (Coleman et al., 1966) using multilevel modeling techniques. In this review, we suggest that there are relatively small differences between Borman and Dowling and the Coleman Report when it comes to how and why schools impact student achievement. However, Borman and Dowling are able to use modern analytic techniques to show a substantial difference in how well schools serve different populations, an important result. We also situate the findings of Borman and Dowling with respect to trends in the racial achievement gap and the literature on school integration.


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Cite This Article as: Teachers College Record, Date Published: September 16, 2011
http://www.tcrecord.org ID Number: 16544, Date Accessed: 10/22/2017 2:32:36 AM

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About the Author
  • Benjamin Domingue
    University of Colorado at Boulder
    E-mail Author
    BENJAMIN DOMINGUE is a doctoral student at the University of Colorado at Boulder studying research and evaluation methodology through the School of Education.
  • Susan Thomas
    University of Colorado at Boulder
    E-mail Author
    SUSAN THOMAS is a doctoral student at the University of Colorado at Boulder studying research and evaluation methodology through the School of Education.
  • Ruhan Circi Kizil
    University of Colorado at Boulder
    E-mail Author
    RUHA CIRCI KIZIL is a candidate for Ph.D. in the Research Methodology and Evaluation Program at the University of Colorado Boulder. Her research areas are educational measurement and testing, including test design and validation, design issues related to large-scale assessments and international assessments. She recently published: Dogan, E. & Circi, R. (2010). A blind item-review process as a method to investigate invalid moderators of item difficulty in translated assessment items. IERI Monograph Series (3), 157-172.
  • Gregory Camilli
    University of Colorado at Boulder
    E-mail Author
    GREGORY CAMILLI is a Professor at the University of Colorado Boulder. In addition to teaching classes in statistics, measurement, and meta-analysis, his research areas have focused on test fairness, equity, preschool interventions, school factors in mathematics achievement, and multilevel IRT models. Recent publications include Camilli, G. & Welner, K.G. (2011). Is There a Mismatch Effect in Law School, Why Might it Arise, and What Would It Mean? 37 J.C. & U.L. 491.; Allington, R. L.. McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., Zmach, C. & Nowak, R. (2010). Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology, 31(5), 411-427.
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