California opportunity indicators: Informing and monitoring California's progress toward equitable college access

Expanding Opportunity in Higher Education: Leveraging Promise

Volumn , Issue , 2006, Pages 19-52

  Oakes, Jeannie ^a   Mendoza, Julie A ^b   Silver, David ^c  

^a UCLA Institute for Democracy Education and Access (IDEA)   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70350558330     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (113)

1. Number includes all ninth graders, including students who were retained.
2. Saul Geiser, personal communication, 2003.
3. Number includes all ninth graders, including students who were retained.
4. Contrary to what one might expect, a larger bar does not portray a "better" score on the COR.
5. "Interval data are assumed. However, Kim and Mueller (1978) (pp. 74-75).
6. Corcoran, T. B., Walker, L. J., & White, J. L. (1988). Working in urban schools. Washington, DC: Institute for Educational Leadership.
7. Darling-Hammond, L., & Youngs, P. (2002). Defining "highly qualified teachers": What does "scientifically-based research" actually tell us Education Researcher 31(9), 13-25.
8. Davidson, A., & Phelan, P. (1999). Students' multiple worlds. Advances in Motivation and Achievement, 11, 233-73.
9. Doyle, W. (1986). Content representation in teachers' definitions of academic work. Journal of Curriculum Studies, 18, 365-379.
10. Earthman, G. (1997). The impact of school buildings on student achievement and behavior: A review of the research. PEB Exchange, 30, 11-15.
11. Education Trust. (1988). Education watch 1998: State and national data book, 2. Washington, DC: Author. Ferguson, R. (1988). Teachers' perceptions and expectations and the test score gap. In
12. C. Jencks & M. Phillips (Eds.), The Black-White Test Score Gap (pp. 273-317). Washington, DC: The Brookings Institute.
13. Fetler, M. (1997). Where have all the teachers gone Education Policy Analysis Archives, 5(2). January 18, 2004, from http://olam/ed.asu.ed/epaa/ v5n2
14. Fine, M. (1991). Framing dropouts. Albany: State University of New York Press. Gándara, P., & Bial, D. (2001). Paving the way to postsecondary education: K-12 intervention programs for underrepresented youth. Washington DC: National Center for Education Statistics.
15. Kahne, J., & Bailey, K. (1999). The role of social capital in youth development: The case of 'I have a dream' programs. Educational Evaluation and Policy Analysis, 21(3), 321-343.
16. Kim, J., & Mueller, C. (1978). Factor Analysis: Statistical methods and practical issues. Thousand Oaks, CA: Sage Publications
17. Krop, C., Brewer, D., Gates, S. M., Gill, B. P., Reichardt, R. E., Sundt, M., & Throgmorton, D. (1998). Potentially eligible students: A growing opportunity for the University of California. Santa Monica: The RAND Corporation.
18. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
19. Lee, V. E., & Smith, J. B. (2001). Schools that work. New York: Teachers College Press.
20. McDonough, P. (1997). Choosing colleges. Albany: State University of New York Press. for Changing Students (pp. 245-268). Santa Barbara, CA: University of California Linguistic Minority Research Institute.
21. Corcoran, T. B., Walker, L. J., & White, J. L. (1988). Working in urban schools. Washington, DC: Institute for Educational Leadership.
22. Darling-Hammond, L., & Youngs, P. (2002). Defining "highly qualified teachers": What does "scientifically-based research" Education Researcher 31(9), 13-25.
23. Davidson, A., & Phelan, P. (1999). Students' multiple worlds. Advances in Motivation and Achievement, 11, 233-73.
24. Doyle, W. (1986). Content representation in teachers' definitions of academic work. Journal of Curriculum Studies, 18, 365-379.
25. Earthman, G. (1997). The impact of school buildings on student achievement and behavior: A review of the research. PEB Exchange, 30, 11-15.
26. Education Trust. (1988). Education watch 1998: State and national data book, 2. Washington, DC: Author.
27. Ferguson, R. (1988). Teachers' perceptions and expectations and the test score gap. In C. Jencks & M. Phillips (Eds.), The Black-White Test Score Gap (pp. 273-317). Washington, DC: The Brookings Institute.
28. Fetler, M. (1997). Where have all the teachers gone? Education Policy Analysis Archives, 5(2). Retrieved on January 18, 2004, from http://olam/ed.asu.ed/epaa/ v5n2
29. Fine, M. (1991). Framing dropouts. Albany: State University of New York Press.
30. Gándara, P., & Bial, D. (2001). Paving the way to postsecondary education: K-12 intervention programs for underrepresented youth. Washington DC: National Center for Education Statistics.
31. Kahne, J., & Bailey, K. (1999). The role of social capital in youth development: The case of 'I have a dream' programs. Educational Evaluation and Policy Analysis, 21(3), 321-343.
32. Kim, J., & Mueller, C. (1978). Factor Analysis: Statistical methods and practical issues. Thousand Oaks, CA: Sage Publications.
33. Krop, C., Brewer, D., Gates, S. M., Gill, B. P., Reichardt, R. E., Sundt, M., & Throgmorton, D. (1998). Potentially eligible students: A growing opportunity for the University of California. Santa Monica: The RAND Corporation.
34. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
35. Lee, V. E., & Smith, J. B. (2001). Schools that work. New York: Teachers College Press.
36. McDonough, P. (1997). Choosing colleges. Albany: State University of New York Press. 48 Jeannie Oakes, Julie A. Mendoza, and David Silver
37. Maxwell, L. (2000). A safe and welcoming school. Journal of Architecture and Planning Research, 17(4), 271-282.
38. Mehan, H., Okamota, D., & Adam, J. (1997). Constructing school success: The consequences of untracking low achieving students. Cambridge: Cambridge University Press
39. Mitchell, R. E. (2002). Segregation in California's K-12 public schools: Biases in implementation, assignment, and achievement with the multi-track year-round calendar. Report prepared for Williams et al. v. State of California et al., Superior Court, San Francisco, California.
40. Muthen, B. (1978). Contributions to factor analysis of dichotomized variables. Psychometrika, 43, 551-560
41. Newmann, F. M., Wehlage, G. G., Secada, W., Marks, H., Gamoran, A., King, B., & Associates (Eds.). (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
42. Noguera, P. A. (2001). Transforming urban schools through investments in the social capital of parents. In S. Saegert, J. P. Thompson, & M. R. Warren (Eds.), Social Capital and Poor Communities (pp. 189-212). New York, NY: Russell Sage Foundation.
43. Nunnaly, J., & Bernstein, I. (1994). Psychometric theory. New York: McGraw-Hill.
44. Oakes, J. (1986). Educational indicators: A guide for policymakers. Center for Policy Research in Education, Santa Monica: The RAND Corporation.
45. Oakes, J. (2000). Grouping and tracking. In A. E. Kazdin (Ed.), Encyclopedia of Psychology 4 (pp. 16-20). Washington, DC: American Psychological Association.
46. Oakes, J. (1996). Two cities: Tracking and within-school segregation. In E. C. Lagemann & L. Miller (Eds.), Brown v. Board of Education: The Challenge for Today's Schools (pp. 81-90). New York: Teachers College Press
47. Oakes, J., Muir, K., & Joseph, R. (in press). Access and achievement in mathematics and science: Inequalities that endure and change. In J. A. Banks & C. M. Banks (Eds.), Handbook of Research on Multicultural Education. San Francisco
48. Jossey-Bass. Oakes, J., Quartz, K. H., Ryan, S., & Lipton, M. (2000). Becoming good American schools: The struggle for civic virtue in education reform. San Francisco: Jossey-Bass.
49. Oakes, J., Rogers, J., Lipton, M., & Morell, E. (2001). The social construction of college access: Confronting the technical, cultural, and political in eligibility. In W. G. Tierney & L. S. Hagedorn (Eds.), Extending Our Reach: Strategies For Increasing Access to College (pp. 105-122). Albany, NY: State University of New York Press
50. Panter, A. T., Swygert, K. A., Dahlstrom, W. G., & Tanaka, J. S. (1997). Factor analytic approaches to personality item-level data. Journal of Personality Assessment, 68, 561-589. for Changing Students (pp. 245-268). Santa Barbara, CA: University of California
51. Linguistic Minority Research Institute. Corcoran, T. B., Walker, L. J., & White, J. L. (1988). Working in urban schools. Washington, DC: Institute for Educational Leadership.
52. Darling-Hammond, L., & Youngs, P. (2002). Defining "highly qualified teachers": What does "scientifically-based research" Education Researcher 31(9), 13-25
53. Davidson, A., & Phelan, P. (1999). Students' multiple worlds. Advances in Motivation and Achievement, 11, 233-73
54. Doyle, W. (1986). Content representation in teachers' definitions of academic work. Journal of Curriculum Studies, 18, 365-379.
55. Earthman, G. (1997). The impact of school buildings on student achievement and behavior: A review of the research. PEB Exchange, 30, 11-15.
56. Education Trust. (1988). Education watch 1998: State and national data book, 2. Washington, DC: Author.
57. Ferguson, R. (1988). Teachers' perceptions and expectations and the test score gap. In C. Jencks & M. Phillips (Eds.), The Black-White Test Score Gap (pp. 273-317). Washington, DC: The Brookings Institute.
58. Fetler, M. (1997). Where have all the teachers gone Education Policy Analysis Archives, 5(2). Retrieved on January 18, 2004, from http://olam/ed.asu.ed/epaa/ v5n2
59. Fine, M. (1991). Framing dropouts. Albany: State University of New York Press.
60. Gándara, P., & Bial, D. (2001). Paving the way to postsecondary education: K-12 intervention programs for underrepresented youth. Washington DC: National Center for Education Statistics.
61. Kahne, J., & Bailey, K. (1999). The role of social capital in youth development: The case of 'I have a dream' programs. Educational Evaluation and Policy Analysis, 21(3), 321-343.
62. Kim, J., & Mueller, C. (1978). Factor Analysis: Statistical methods and practical issues. Thousand Oaks, CA: Sage Publications.
63. Krop, C., Brewer, D., Gates, S. M., Gill, B. P., Reichardt, R. E., Sundt, M., & Throgmorton, D. (1998). Potentially eligible students: A growing opportunity for the University of California. Santa Monica: The RAND Corporation.
64. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
65. Lee, V. E., & Smith, J. B. (2001). Schools that work. New York: Teachers College Press.
66. McDonough, P. (1997). Choosing colleges. Albany: State University of New York Press.
67. Jeannie Oakes, Julie A. Mendoza, and David Silver Maxwell, L. (2000). Journal of Architecture and Planning Research, 17(4), 271-282.
68. Mehan, H., Okamota, D., & Adam, J. (1997). Constructing school success: The consequences of untracking low achieving students. Cambridge: Cambridge University Press.
69. Mitchell, R. E. (2002). Segregation in California's K-12 public schools: Biases in implementation, assignment, and achievement with the multi-track year-round calendar. Report prepared for Williams et al. v. State of California et al., Superior Court, San Francisco, California.
70. Muthen, B. (1978). Contributions to factor analysis of dichotomized variables. Psychometrika, 43, 551-560.
71. Newmann, F. M., Wehlage, G. G., Secada, W., Marks, H., Gamoran, A., King, B., & Associates (Eds.). (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
72. Noguera, P. A. (2001). Transforming urban schools through investments in the social capital of parents. In S. Saegert, J. P. Thompson, & M. R. Warren (Eds.), Social Capital and Poor Communities (pp. 189-212). New York, NY: Russell Sage Foundation
73. Nunnaly, J., & Bernstein, I. (1994). Psychometric theory. New York: McGraw-Hill.
74. Oakes, J. (1986). Educational indicators: A guide for policymakers. Center for Policy Research in Education, Santa Monica: The RAND Corporation.
75. Oakes, J. (2000). Grouping and tracking. In A. E. Kazdin (Ed.), Encyclopedia of Psychology 4 (pp. 16-20). Washington, DC: American Psychological Association.
76. Oakes, J. (1996). Two cities: Tracking and within-school segregation. In E. C. Lagemann & L. Miller (Eds.), Brown v. Board of Education: The Challenge for Today's Schools (pp. 81-90). New York: Teachers College Press
77. Oakes, J., Muir, K., & Joseph, R. (in press). Access and achievement in mathematics and science: Inequalities that endure and change. In J. A. Banks & C. M. Banks (Eds.), Handbook of Research on Multicultural Education. San Francisco:
78. Jossey-Bass. Oakes, J., Quartz, K. H., Ryan, S., & Lipton, M. (2000). Becoming good American schools: The struggle for civic virtue in education reform. San Francisco: Jossey-Bass
79. Oakes, J., Rogers, J., Lipton, M., & Morell, E. (2001). The social construction of college access: Confronting the technical, cultural, and political in eligibility. In W. G. Tierney & L. S. Hagedorn (Eds.), Extending Our Reach: Strategies For Increasing Access to College (pp. 105-122). Albany, NY: State University of New York Press.
80. Panter, A. T., Swygert, K. A., Dahlstrom, W. G., & Tanaka, J. S. (1997). Factor analytic approaches to personality item-level data. Journal of Personality Assessment, 68, 561-589.
81. Adelman, C. (1999). Answers in the tool box: Academic intensity, attendance patterns, and bachelor's degree attainment. Washington, DC: U.S. Department of Education.
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93. Auerbach, S. (2002). Why do they give the good classes to some and not to others? Latino parent narratives of struggle in a college access program. Teachers College Record, 104(7), 1369-1393.
94. Betts, J. R., Rueben, K. S., & Danenberg, A. (2000). Equal resources, equal outcomes? The distribution of school resources and student achievement in California. San Francisco: Public Policy Institute of California.
95. Bowers, J., & Charles, W. (1989). Effects of physical and school environment in students and faculty. The Educational Facility Planner, 26(1), 28-29.
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99. Cooper, C. R., & Gándara, P. (2001). When diversity works: Bridging families, peers, schools and communities. Journal for the Education of Students Placed at Risk, 6, 1-2.
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