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The Effect of High School Socioeconomic, Racial, and Linguistic Segregation on Academic Performance and School Behaviors


by Gregory J Palardy, Russell W. Rumberger & Truman Butler 2015


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Cite This Article as: Teachers College Record Volume 117 Number 12, 2015, p. 1-52
http://www.tcrecord.org ID Number: 18151, Date Accessed: 12/17/2017 6:36:12 PM
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About the Author
  • Gregory Palardy
    University of California Riverside
    GREGORY PALARDY is on the education faculty at University of California, Riverside. His research focuses on teacher and school effectiveness particularly pertaining to educational equality. Recent studies have examined: the association between socioeconomic segregation in high schools and educational attainment; the effects of inequitable access to effective teachers on achievement gaps; and summer biases on value-added model estimates of teacher and school effectiveness.
  • Russell Rumberger
    University of California Santa Barbara
    E-mail Author
    RUSSELL RUMBERGER is a professor of education at UC Santa Barbara and Director of the California Dropout Research Project. His research interests include: education and work; the schooling of disadvantaged students, particularly school dropouts and linguistic minority students; school effectiveness; and education policy. He is author of the widely acclaimed book, Dropping Out: Why Students Drop Out of High School and What Can Be Done About It (Harvard University Press, 2011). He received a Ph.D. in Education and a M.A. in Economics from Stanford University and a B.S. in Electrical Engineering from Carnegie-Mellon University.
  • Truman Butler
    University of California Riverside
    E-mail Author
    TRUMAN BUTLER is a doctoral student at the University of California, Riverside. His background is in teaching and his research interests center on the role of noncognitive skills in student outcomes.
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