Different Teachers, Different Peers: The Magnitude of Student Sorting Within Schools

Educational Researcher

Volumn 42, Issue 6, 2013, Pages 304-316

  Kalogrides, Demetra ^a   Loeb, Susanna ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

achievement; educational policy; equity; regression analyses; secondary data analysis; tracking

Indexed keywords

EID: 84882963469     PISSN: 0013189X     EISSN: 1935102X     Source Type: Journal    
DOI: 10.3102/0013189X13495087     Document Type: Article

References (60)

1. Aaronson D.,Barrow L.,Sander W.Teachers and student achievement in Chicago public high schools.Journal of Labor Economics. 2007;25:95-135.
2. Abelson M. A.,Baysinger B. D.Optimal and dysfunctional turnover: toward an organizational level model.Academy of Management Review. 1984;9:331-341.
3. Alexander K. L.,McDill E. L.Selection and allocation within schools: Some causes and consequences of curriculum placement.American Sociological Review. 1976;41:963-980.
4. AtteberryA.LoebS.WyckoffJ. (2013). Do first impressions matter? Improvement in early career teacher effectiveness. Unpublished working paper.
5. Attewell P.,Domina T.Raising the bar: Curricular intensity and academic performance.Educational Evaluation and Policy Analysis. 2008;30:51-71.
6. Boyd D.,Lankford H.,Loeb S.,Wyckoff J.The draw of home: How teachers' preferences for proximity disadvantage urban schools.Journal of Policy Analysis and Management. 2005a;24:113-132.
7. Boyd D.,Lankford H.,Loeb S.,Wyckoff J.Explaining the short careers of high-achieving teachers in schools with low-performing students.American Economic Review. 2005b;95:166-171.
8. BurkeM. A.SassT. R. (2009). Classroom peer effects and student achievement. Unpublished manuscript.
9. Carey N.,Farris E.Curricular differentiation in public high schools (95-360). Washington, DC: National Center for Education Statistics; 1994:.
10. Carrington W. J.,Troske K. R.On measuring segregation in samples with small units.Journal of Business and Economic Statistics. 1997;15:402-409.
11. Clotfelter C. T.,Ladd H.,Vigdor J. L.Teacher-student matching and the assessment of teacher effectiveness.Journal of Human Resources. 2006;41:778-820.
12. Clotfelter C. T.,Ladd H. F.,Vigdor J.Who teaches whom? Race and the distribution of novice teachers.Economics of Education Review. 2005;24:377-392.
13. Clotfelter C. T.,Ladd H. F.,Vigdor J. L.Segregation and resegregation in North Carolina's public school classrooms.North Carolina Law Review. 2002;81:1463-1512.
14. Cohen-Vogel L.Staffing to the test: Are today's school personnel practices evidence based?.Educational Evaluation and Policy Analysis. 2011;33:483-505.
15. Cohen-Vogel L.,Rutledge S.The pushes and pulls of new localism: School-level instructional arrangements, instructional resources, and family-community partnerships.Yearbook of the National Society for the Study of Education. 2009;108:70-103.
16. Conger D.Within-school segregation in an urban school district.Educational Evaluation and Policy Analysis. 2005;27:225-244.
17. Conger D.,Long M. C.,Iatarola P.Explaining race, poverty, and gender disparities in advanced course-taking.Journal of Policy Analysis and Management. 2009;28:555-576.
18. Dee T. S.A teacher like me: Does race, ethnicity, or gender matter?.American Economic Review. 2005;95:158-165.
19. Downey D. B.,Pribesh S.When race matters: Teachers' evaluations of students' classroom behavior.Sociology of Education. 2004;77:267-282.
20. Duflo E.,Dupas P.,Kremer M.Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya.American Economic Review. 2011;101:1739-1774.
21. Epple D.,Newlon E.,Romano R.Ability tracking, school competition and the distribution of educational benefits.Journal of Public Economics. 2002;83:1-48.
22. Feng L.Hire today, gone tomorrow: New teacher classroom assignments and teacher mobility.Education Finance and Policy. 2010;5:278-316.
23. Figlio D. N.Boys named Sue: Disruptive children and their peers.Education Finance and Policy. 2007;2:376-394.
24. Figlio D. N.,Page M. E.School choice and the distributional effects of ability tracking: Does separation increase inequality?.Journal of Urban Economics. 2002;51:497-514.
25. Finley M. K.Teachers and tracking in a comprehensive high school.Sociology of Education. 1984;57:233-243.
26. Gamoran A.Instructional and institutional effects of ability grouping.Sociology of Education. 1986;59:185-198.
27. Gamoran A.Access to excellence: Assignment to honors English classes in the transition from middle to high school.Educational Evaluation and Policy Analysis. 1992a;14:185-204.
28. Gamoran A.The variable effects of high school tracking.American Sociological Review. 1992b;57:812-828.
29. Gamoran A.,Berends M.The effects of stratification in secondary schools: Synthesis of survey and ethnographic research.Review of Educational Research. 1987;57:415-435.
30. Hallinan M. T.Tracking: From theory to practice.Sociology of Education. 1994;67:79-84.
31. Hanushek E.,Kain J. F.,Rivkin S. G.Why public schools lose teachers.Journal of Human Resources. 2004;39:326-354.
32. James D. R.,Taeuber K. E.Measures of segregation.Sociological Methodology. 1985;14:1-32.
33. Kalogrides D.,Loeb S.,Béteille T.Systematic sorting: Teacher characteristics and class assignments.Sociology of Education. 2013;86:103-123.
34. Kelly S.The Black-White gap in mathematics course-taking.Sociology of Education. 2009;82:47-69.
35. Kilgore S. B.The organizational context of tracking in schools.American Sociological Review. 1991;56:189-203.
36. Lankford H.,Loeb S.,Wyckoff J.Teacher sorting and the plight of urban schools: A descriptive analysis.Educational Evaluation and Policy Analysis. 2002;24:37-62.
37. Lareau A.Social class differences in family-school relationships: The importance of cultural capital.Sociology of Education. 1987;60:73-85.
38. Lareau A.Home advantage: Social class and parental intervention in elementary education. Lanham, MD: Rowman & Littlefield; 2000:.
39. Lareau A.Invisible inequality: Social class and childrearing in Black families and White families.American Sociological Review. 2002;67:747-776.
40. Loveless T.The tracking wars: State reform meets school policy. Washington, DC: Brookings Institution; 1999:.
41. Lucas S. R.,Berends M.Sociodemographic diversity, correlated achievement, and de facto tracking.Sociology of Education. 2002;75:328-348.
42. Lucas S. R.Tracking inequality: Stratification and mobility in American high schools. New York: Teachers College Press; 1999:.
43. Meier K. J.,Stewart J.,England R. E.Race, class, and education: The politics of second-generation discrimination. Madison: University of Wisconsin Press; 1990:.
44. Mickelson R. A.Subverting Swann: First- and second-generation segregation in the Charlotte-Mecklenburg schools.American Educational Research Journal. 2001;38:215-252.
45. MickelsonR. A. (2002). The academic consequences of desegregation and segregation: Evidence from the Charlotte-Mecklenburg Schools. Available at http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/the-academic-consequences-of-desegregation-and-segregation-evidence-from-the-charlotte-mecklenburg-schools.
46. Mickelson R. A.,Everett B. J.Neotracking in North Carolina: How high school courses of study reproduce race and class-based stratification.Teachers College Record. 2008;110:535-570.
47. Monk D. H.Assigning elementary pupils to their teachers.Elementary School Journal. 1987;88:166-187.
48. Moody J.Race, school integration, and friendship segregation in America.American Journal of Sociology. 2001;107:679-716.
49. Morgan P. R.,McPartland J. M.The extent of classroom segregation within desegregated schools. Baltimore, MD: The Johns Hopkins University; 1981:.
50. Neild R. C.,Farley-Ripple E.Within-school variation in teacher quality: The case of ninth grade.American Journal of Education. 2008;114:271-305.
51. Nye B.,Konstantopoulos S.,Hedges L. V.How large are teacher effects?.Educational Evaluation and Policy Analysis. 2004;26:237-257.
52. Oakes J.Keeping track: How schools structure inequality. New Haven, CT: Yale University Press; 1985:.
53. Oakes J.Keeping track: Structuring equality and inequality in an era of accountability.Teachers College Record. 2008;110:700-712.
54. Oakes J.,Guiton G.Matchmaking: The dynamics of high school tracking decisions.American Educational Research Journal. 1995;32:3-33.
55. Orfield G.How to make desegregation work: The adaptation of schools to their newly-integrated student bodies.Law and Contemporary Problems. 1975;39:314-340.
56. Pallas A.,Entwisle D. R.,Alexander K. L.,Stluka M. F.Ability-group effects: Instructional, social or institutional.Sociology of Education. 1994;67:17-46.
57. Rivkin S. G.,Hanushek E. A.,Kain J. F.Teachers, schools, and academic achievement.Econometrica. 2005;73:417-458.
58. Rockoff J.The impact of individual teachers on student achievement: Evidence from panel data.American Economic Review. 2004;94:247-252.
59. Useem E.Student selection into course sequences in mathematics: The impact of parental involvement and school policies.Journal of Research on Adolescence. 1991;1:231-250.
60. Useem E.Middle schools and math groups: Parents' involvement in children's placement.Sociology of Education. 1992;65:263-279.