Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance


by Ezekiel J. Dixon-Román, Howard T. Everson & John J. McArdle - 2013


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 115 Number 4, 2013, p. 1-33
https://www.tcrecord.org ID Number: 16925, Date Accessed: 9/23/2019 9:41:43 AM
 
Article Tools

Related Media


Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Ezekiel Dixon-Román
    University of Pennsylvania
    E-mail Author
    EZEKIEL J. DIXON-ROMÁN is an Assistant Professor of Social Policy and Education in the School of Social Policy & Practice at the University of Pennsylvania. His research is on the intersections of the sociology of education, cultural studies, and quantitative methods. In addition to his edited volume, Thinking Comprehensively About Education (with Edmund W. Gordon, Routledge, 2012), he is writing a single-authored volume tentatively titled Inheriting [Im]Possibility.
  • Howard Everson
    City University of New York
    E-mail Author
    HOWARD T. EVERSON is Professor of Psychology and Senior Research Fellow at the Center for Advanced Study in Education, Graduate School, City University of New York. Professor Everson’s research and scholarly interests focus on the intersection of cognition and assessment. He has published and contributed to developments in educational psychology, psychometrics, and quantitative methods.
  • John McArdle
    University of Southern California
    E-mail Author
    JOHN J. (JACK) MCARDLE is Senior Professor of Psychology at the University of Southern California where he heads the Quantitative Methods training program. His research has been focused on age-sensitive methods for psychological and educational measurement and longitudinal data analysis including publications in factor analysis, growth curve analysis, and dynamic modeling of adult cognitive abilities. He is now writing a book on longitudinal structural equation modeling with J.R. Nesselroade (APA Books, 2013).
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS