Multilevel examination of student, school, and district-level effects on academic achievement

Journal of Educational Research

Volumn 93, Issue 2, 1999, Pages 91-100

  Caldas, Stephen J ^a   Bankston, Carl L ^b  

^a UNIVERSITY OF LOUISIANA AT LAFAYETTE   (United States)

^b TULANE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002578150     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220679909597633     Document Type: Article

References (31)

1. Aquilano, W. C. (1996). The life courses of children born to unmarried mothers: Childhood living arrangements and young adult outcomes. Journal of Marriage and the Family, 58, 293-310
2. Bankston, C. L., & Caldas, S. J. (1996). Majority African American schools and social injustice: The influence of de facto segregation on academic achievement. Social Forces, 75, 535-555
3. Bankston, C L., & Caldas, S. J. (1998a). Race, poverty, family structure, and the inequality in schools. Sociological Spectrum, 18, 55-75
4. Bankston, C. L., & Caldas, S. J. (1998b). Family structure, schoolmates, and the racial inequalities in school achievement. Journal of Marriage and the Family, 60, 715-723
5. Bankston, C. L., & Palmer, E. C. (1998). The children of Hobbes: Education, family structure, and the problem of social order. Sociological Focus, 31, 265-280
6. Blau, P, & Duncan, O. D. (1967). The American Occupational Structure. New York: Wiley
7. Bryk, A. S., & Raudenbush, S. W. (1992), Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage
8. Caldas, S. J. (1993). Reexamination of input and process factor effects on academic achievement. The Journal of Educational Research, 86, 206-214
9. Caldas, S. J., & Bankston, C. L. (1997). The effect of school population socioeconomic status on individual student academic achievement. The Journal of Educational Research, 90, 269-277
10. Caldas, S. J., & Bankston, C. L. (1998). The inequality of separation: Racial composition of schools and academic achievement. Educational Administration Quarterly, 34, 533-557
11. Carroll, G. (1990, Fall/Winter). Special issue, Newsweek, 81-85
12. Coleman, J. S., Campbell, E., Hobson, C., McPartland, J., Mood, A., Wein-field, F., & York, R. (1966). Equality of Educational Opportunity. Washington, DC: U.S. Government Printing Office
13. Dornbusch, S. M., Carlsmith, J N., Bushwall, S. J., Philp Liederman, R, Hasdorf, A., & Gross, R. (1985). Single parents, extended families, and the control of adolescents. Child Development, 56, 326-341
14. Entwisle, D., & Alexander, K. (1996). Family type and children's growth in reading and math over the primary grades. Journal of Marriage and the Family, 58, 341-355
15. Feathérman, D. L., & Hauser, R. M. (1978). Opportunity and change. New York: Académie Press
16. Featherstone, D. R., Ctmdick, B. R, & Jensen, L. C. (1992). Differences in school behavior and achievement between children from intact, reconstituted, and single-parent families. Adolescence, 27, 1-12
17. Hanushek, E. (1997). Assessing the effects of school resources on student performance: An update. Journal of Educational Evaluation and Policy Analysis, 19, 141-164
18. Irving, J. J. (1990). Black students and school failure. New York: Greenwood
19. Jencks, C S. (1972). The Coleman report and conventional wisdom, In F. Mosteller & D, P. Moynihan (Eds.), On equality of educational opportunity. New York: Random House
20. Kreft, I. G. G., DeLeeuw, J., & Van Der Leeden, R. (1994). Review of five multilevel analysis programs: BMDP-5v, GENMOD, HLM, ML3, VARCL. American Statistician, 48, 324-335
21. Littell, R. C, Milliken, G. A., Stroup, W. W., & Wolfinger, R. D. (1996). SAS system for mixed models. Cary, NC: SAS Institute Inc
22. Moynihan, D. P. (1965). The Negro family: The case for national action. Office of Planning and Research, U.S. Department of Labor
23. Mulkey, L. M., Crain, R. L., & Harrington, A. J. C. (1992). One-parent households and achievement: Economic and behavioral explanations of a small effect. Sociology of Education, 65, 48-65
24. Pearson, J. L., Ialongo, N. S., & Hunter, A. G. (1994). Family structure and aggressive behavior in a population of urban elementary school children. Journal of the American Academy of Child and Adolescent Psychology; 33, 540-548
25. Philips, M. (1997). What makes schools effective? A comparison of the relationship of communitarian climate and academic climate to mathematics achievement and attendance during middle school. American Educational Research Journal, 34, 633-662
26. Stevenson, B. E. (1995). Black family structure in colonial and antebellum Virginia: Amending the revisionist perspective. In M. B. Tucker & C. Mitchell-Keman (Eds.), The decline of marriage among African Americans (pp. 27-56). New York: Sage
27. U.S. Department of Education, National Center for Education Statistics. (1993). America's teachers: Profile of a profession. Washington, DC: U.S. Government Printing Office
28. U.S. Department of Education. (1994). The condition of education: 1994. Washington, DC: U.S. Government Printing Office
29. Vaden-Kieman, N., Lalongo, N. S., & Kellam, S. (1995). Household family structure and children's aggressive behavior: A longitudinal study of urban elementary school children. Journal of Abnormal Child Psychology, 23, 553-568
30. Weisner, T. S., & Gamier, H. (1992). Nonconventional family life-styles and school achievement: A 12-year longitudinal study, American Educational Research Journal, 29, 605-632
31. Wenglinsky, H. (1998). Finance equalization and within-school equity: The relationship between education spending and the social distribution of achievement. Educational Evaluation and Policy Analysis, 20, 269-283