000 01960naa a2200193uu 4500
001 0041609342637
003 OSt
005 20190211170942.0
008 100416s2009 xx ||||gr |0|| 0 eng d
100 1 _aHANUSBEK, Eric A.
_939465
245 1 0 _aHarming the best :
_bhow schools affect the black-white achivement gap
260 _aHoboken :
_bWiley-Blackwell,
_cSummer 2009
520 3 _aSizeable achievement differences by race appear in early grades, but substantial uncertainty exists about the impact of school quality on the black-white achievement gap and particularly about its evolution across different parts of the achievement distribution. Texas administrative data show that the overall growth in the achievement gap between third and eighth grades is larger for students with higher initial achievement and that specific teacher and peer characteristics explain a substantial share of the widening. The adverse effect of attending school with a high black enrollment share appears to be an important contributor to the larger growth in the achievement differential in the upper part of the test score distribution. This evidence reaffirms the major role played by peers and school quality, but also presents a policy dilemma. Teacher labor market complications, current housing patterns, legal limits to desegregation efforts, and uncertainty about the overall effects of specific desegregation programs indicate that effective policy responses will almost certainly involve a set of school improvements beyond simple changes in peer racial composition and the teacher experience distribution. © 2009 by the Association for Public Policy Analysis and Management.
700 1 _aRIVKIN, Steven G.
_939466
773 0 8 _tJournal of Policy Analysis and Management
_g28, 3, p. 366-393
_dHoboken : Wiley-Blackwell, Summer 2009
_xISSN 02768739
_w
942 _cS
998 _a20100416
_b0934^b
_cDaiane
998 _a20100420
_b1533^b
_cCarolina
999 _aConvertido do Formato PHL
_bPHL2MARC21 1.1
_c32378
_d32378
041 _aeng