This open access book uses multiple IEA Assessments to examine the relationship between socioeconomic segregation between classrooms and student outcomes. By examining Socioeconomic status (SES) segregation between classrooms as well as between schools, it produces a more accurate estimate of student sorting. Further, this study examines the differential impact of student sorting across subject areas and grades in order to explore whether school structure's relationship to educational inequality exhibits content and longitudinal heterogeneity. This study employs time series, fixed-effect, random-effects, and synthetic-cohort methods to comprehensively investigate the robustness of the relationship between SES segregation and achievement inequalities. This project makes an important contribution to researchers' understanding of student sorting's impact using a comparative lens, while also providing important information to policymakers on the role of schools in mediating social inequalities.

This book is open access, which means that you have free and unlimited access Estimates between and within-school differentiation by SES across countries Examines variation in student achievement across different subjects and grade levels Explores the relationship between student SES segregation and student outcomes

Autorentext

Nathan Burroughs, PhD is a Principal Researcher at the American Institute for Research, AIR, USA**.** He is an educational policy researcher whose work focuses on how institutions mediate social inequalities, with projects on the role of teacher quality, educator labor markets, curricular differentiation, and access to child care. Past professional affiliations include Michigan State University, USA and Indiana University, USA. He received his PhD in Political Science from the University of Georgia< USA.

Jacqueline Gardner, PhD is the Director of Data and Evaluation at the Office of K-12 Outreach, College of Education, Michigan State University (MSU), USA, where she supports qualitative and quantitative research, practice, and policy initiatives. Dr. Gardner has experience with developing and delivering trainings around: how to access, analyze, and use data; understanding policy, policy implementation, and policy implications; and use of data software, student information systems, and large datasets. She earned her doctorate in education policy from Michigan State University, USA.

Dirk F. Zuschlag, JD, PhD is a Senior Research Associate with Public Policy Associates, where he engages principally in applied education research. He earned his doctorate in education policy from Michigan State University, USA. Dr. Zuschlag was a teacher leader and instructional coach, while teaching high school social studies, and he has also practiced law in the K-12 education field. He holds an MA in education and a JD from the University of Michigan, USA; his BA is from Duke University, USA.

Craig Joseph Van Vliet is a Research Associate for Public Policy Associates. He specializes in Interdisciplinary Quantitative methods and data management. He received his Master's in Economics from Wayne State university, USA.

Inhalt

1: Why Should We Care About School Segregation?: Nathan Burroughs.- 2: Conceptualizing Socioeconomic Segregation: Nathan Burroughs.- 3: How Do IEA Studies Measure Socioeconomic Status? Evaluating the Consistency and Stability of Items: Dirk Zuschlag, Jacqueline Gardner, and Nathan Burroughs.- 4: Measuring Socioeconomic Segregation: Nathan Burroughs.- 5: The Relationship between SES Segregation and Student Outcomes: Nathan Burroughs and Craig Van Vliet.- 6: Taking Socioeconomic Segregation Seriously: Nathan Burroughs.- Appendix A.- Acknowledgments.