Are School-SES Effects Theoretical and Methodological Artifacts?
by Gary N. Marks - September 14, 2012
Several recent studies have made substantive claims about the effects of school-SES on student achievement. This article argues that school-SES effects are an artifact due to the very high correlation at the aggregate school-level between SES and student achievement. School-SES effects are strong because they are proxies for school-prior achievement. Theoretical processes are offered to explain the effects of school-level prior achievement.
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