Co-sponsored by CDE
This seminar is a part of the Fall IRP Seminar Series.
Disparities in academic achievement between students from high- and low-poverty neighborhoods are often attributed to unequal school environments. Using nationally representative data from over 18,000 students and measuring more than 170 characteristics of the schools they attend this talk will examine how the elementary schools serving students from different socioeconomic backgrounds vary in terms of their composition, resources, instructional practices, climate, and effectiveness. The findings reveal that schools serving higher- versus lower-poverty neighborhoods differ significantly in their demographic composition, but exhibit relatively little variation in most other aspects of the school environment. Furthermore, results suggest that equalizing schools along these dimensions would have only a small impact on closing achievement gaps. This research highlights the need for policy solutions that address broader structural inequalities driving student segregation and achievement disparities beyond the school setting.