Annotated Bibliography
1. Bankston, Carl, III, and Stephen A. Caldas. Majority African American Schools and Social Injustice: The Influence of De Facto Segregation on Academic Achievement. Oxford Journals. University of North Carolina Press, Dec. 1996. Web. 20 Mar. 2014. <http://sf.oxfordjournals.org/content/75/2/535.abstract>.
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This publication examines the relationship between a school's majority racial composition and student academic achievement. In order to understand this relationship, the researchers also study the relationships between minority group membership, family socioeconomic characteristics based on race, and the degree of a school's segregation based on the concentration of minority students and academic achievement. It then uses the concentration of minority students within a school to determine the difference in effect on African American and White student achievement. The study found that being African American does negatively affect achievement, and the minority concentration within the school has an even greater negative effect on achievement. Moreover, it found that the minority concentration within a school has a much more significant effect on African American students than it does on White students. This is useful for my research because it contributed to my asking questions pertaining to an individual's racial identification, as well as the racial and socioeconomic composition of an individual's high school in my survey, and provided some of the basis for my utilization of the independent variables pertaining to individual race and the racial and socioeconomic composition of a school in my regression model.
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2. Caldas, Stephen J., and Carl Bankston, III. Effect of School Population Socioeconomic Status on Individual Academic Achievement. Taylor & Francis Online. The Journal of Educational Research, 14 Nov. 2012. Web. 20 Mar. 2014. <http://www.tandfonline.com/doi/abs/10.1080/00220671.1997.10544583#.UzC-ua1dVqt>.
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This publication examines the effect of an individual's poverty status and family social status, as well as the poverty status and family social status of the peer population on an individual's academic achievement. These are interesting relationships to research, as they investigate the extent to which cultural capital is acquired at school as opposed to at home. They found that individual poverty and family social status, as well as the social status of the families of their peers, do in fact have significant effects on academic achievement. This contributed to my asking questions regarding the income level and occupations of an individual's parents, as well as the socioeconomic composition of the individual's high school's student body, in my survey. It was also useful for my research because it gave served as part of the basis for the inclusion of the independent variables for poverty status and socioeconomic status of the school population in my regression model.
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3. Fitzpatrick, Maria D. Starting School at Four: The Effect of Universal Pre-Kindergarten on Children’s Academic Achievement. De Gruyter. The B.E. Journal of Economic Analysis & Policy, 18 Nov. 2008. Web. 20 Mar. 2014. <http://www.degruyter.com/view/j/bejeap.2008.8.1/bejeap.2008.8.1.1897/bejeap.2008.8.1.1897.xml>.
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This publication investigates the effect of universal pre-kindergarten programs on long-term success of life outcomes. The researcher uses data from the National Assessment of Educational Progress to measure the effect of universal pre-kindergarten programs for four year-olds on test scores and school progression through the fourth grade, as past research has proven that there is a positive correlation between test scores and future wages. The study found that socioeconomically disadvantaged students benefited the most from universal pre-kindergarten programs, as evidenced through the greatest gains to test scores, although other groups also saw significant gains. This is useful to my research because it contributed to the inclusion of questions regarding pre-kindergarten attendance and socioeconomic status in my survey, and served as a portion of the basis for the utilization of the independent variables pertaining to pre-kindergarten attendance and socioeconomic status in my regression model.
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4. Jeynes, William H. A Meta-Analysis: The Effects of Parental Involvement on Minority Children's Academic Achievement. Sage Journals. Education and Urban Society, 1 Feb. 2003. Web. 20 Mar. 2014. <http://eus.sagepub.com/content/35/2/202>.
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This publication is about a meta-analysis conducted to reveal the effects of parental involvement on the academic achievement of minority (Black, Hispanic, and Asian) students, with gender and socioeconomic status also being taken into consideration. Through the collection of past studies examining the effects of parental involvement on the academic achievement of children in all grades between kindergarten and 12th grade, and subsequent statistical analysis, the study revealed that parental involvement does have a significant effect on academic achievement, although there is not a significant difference between genders. This is useful to my research because it breaks down the effect of parental involvement on each of the minority groups individually, and contributed to the inclusion of questions pertaining to parental involvement and race in my survey, as well as the inclusion of the independent variables for parental involvement and race, as well as an interaction variable to measure the joint effect of these two variables, in my regression model.
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5. Krueger, Alan B., and Diane M. Whitmore. Would Smaller Classes Help Close the Black-White Achievement Gap? Princeton University Industrial Relations Section. Princeton University and NBER, Mar. 2001. Web. 20 Mar. 2014. <http://www.partnersforpubliced.org/uploadedFiles/Resources/Research/Princeton
%20Univ--Would%20Smaller%20Classes%20Help%20Close%20Black-White%20Achievement%20Gap.pdf>. |
This publication investigates whether African American students benefit more from smaller class sizes than White students. It examines the results of Tennessee's Project STAR experiment in which 11,600 Kindergarten through 3rd grade students were randomly assigned to either small classes(13-17 students), normal-sized classes (22-25 students), or normal sized classes with a teacher's aid, and comparing the results from the different class sizes within the same school. The study found that African American students do in fact benefit significantly from smaller class sizes than White students do. This was useful to my research because it contributed to questions regarding race and average class size at an individual's high school being asked on my survey, and provided some of the background for the inclusion of variables pertaining to race and average class size in my regression model.
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6. Lee, Jung-Sook, and Natasha K. Bowen. Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children. American Educational Research Journal. American Educational Research Association, 1 Jan. 2006. Web. 20 Mar. 2014. <http://aer.sagepub.com/content/43/2/193>.
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This publication is about a study conducted on the effects of parental involvement on elementary school children's academic attainment. It primarily focuses on how a parent's involvement with their child's educational experience, by doing things such as creating a positive learning environment within the home, attending parent teacher conferences, and having expectations of their child's performance, affect the child's achievement in school. They use statistical methods and analysis to describe the magnitude of the relationships between the variables that describe involvement and a child's achievement. The article also describes how parents' levels of cultural capital, such as knowledge gained from their own personal educational experience and access to "education-related objects" such as books and computers, also influences achievement. This contributed to questions pertaining to parental involvement and expectations to be included in my study so as to track its effect on academic achievement, and was useful for my research because it provided background information and part of the basis for the utilization of the independent variables for parental involvement and cultural capital in my regression model.
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7. Talbert-Johnson, Carolyn. Structural Inequities and the Achievement Gap in Urban Schools. Sage Journals. Education and Urban Society, 4 Oct. 2004. Web. 20 Mar. 2014. <http://eus.sagepub.com/content/37/1/22>.
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This publication is describes structural inequalities that are prevalent in schools urban areas across the country, and investigates the effect of the training of teachers in these schools on student achievement. It talks about how many of these urban schools are run down and segregated with predominantly minority populations, and very frequently offer substandard educations through a lack of resources, qualified teachers, and large class sizes. The study found that overall, teacher education programs fail to instill cultural responsiveness in these teachers, which has significant effects on students of color. They lack care, compassion, and competency as they fail to address not only the academic, but the emotional, behavioral, and social characteristics of these students. The ability to lecture alone does not determine the quality of a teacher alone, as it has been shown that experience in working in these urban environments is more beneficial than traditional university classroom instruction. This contributed to questions about whether an individual's high school was in an urban setting, about class size, and about the quality of the teachers, which was useful for my research because it provided part of the basis for the inclusion of the independent variables for urban school, class size, and teacher quality in my regression model.
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