国家资助和地方条件在小学考试成绩差距中的作用

K. Bradbury
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引用次数: 2

摘要

平等的教育机会是美国的核心价值观。然而,与白人子女或高收入子女就读的公立学校相比,许多低收入或少数族裔子女就读的公立学校质量较差。数据显示,平均而言,低收入或少数族裔儿童在州小学责任测试中的得分低于高收入儿童或白人儿童。这种考试成绩差距是教育机会不平等的证据。这项研究使用了来自大都市地区和学区的信息,以了解哪些因素与种族和社会经济测试成绩差距的大小密切相关。其中一个关键因素是各州对学区的援助在多大程度上是渐进式分配的——也就是说,不成比例地分配给生活在贫困中的学生比例较高的地区——渐进式分配与高贫困城市或地区的考试成绩差距较小有关。其次,在贫困隔离更严重的大都市地区和地区,考试成绩差距更大,也就是说,与白人儿童或高收入儿童相比,少数族裔儿童或低收入儿童与来自低收入家庭的学生一起上学,或者在低收入家庭学生更多的学区上学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Roles of State Aid and Local Conditions in Elementary School Test-Score Gaps
Equal educational opportunity is a core American value. Yet many children of low-income or minority racial or ethnic status attend public schools that are lower quality compared with those that white children or high-income children attend. And data indicate that, on average, low-income or minority children score lower on states’ elementary-school accountability tests compared with higher-income children or white children. Such test-score gaps serve as evidence of unequal educational opportunity. This study uses information from metropolitan areas and from school districts to understand which factors are strongly related to the size of racial and socioeconomic test-score gaps. One key factor is the degree to which state aid to school districts is distributed progressively—that is, distributed disproportionately to districts with high fractions of students living in poverty—with progressive distributions associated with smaller test-score gaps in high-poverty metros or districts. Second, test-score gaps are larger in metropolitan areas and districts where poverty segregation is greater, that is, where, compared with white children or higher-income children, minority children or low-income children go to school with, or are in school districts with, more students from low-income families.
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