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• W2460896502 abstract "ON THE WEEKEND BEFORE the Fourth of July 1966, the U.S. Office of Education quietly released a 737-page report that summarized one of the most comprehensive studies of American education ever conducted. Encompassing some 3,000 schools, nearly 600,000 students, and thousands of teachers, and produced by a team led by Johns Hopkins University sociologist James S. Coleman, Equality of Educational Opportunity was met with a palpable silence. Indeed, the timing of the release relied on one of the oldest tricks in the public relations playbook--announcing unfavorable results on a major holiday, when neither the American public nor the news media paying much attention. To the dismay of federal officials, the Coleman Report had concluded that remarkably similar in the effect they have on the achievement of their pupils when the socio-economic background of the students is taken into account. Or, as one sociologist supposedly put it to the scholar-politician Daniel Patrick Moynihan, Have you heard what Coleman is finding? It's all family. The Coleman Report's conclusions concerning the influences of home and family were at odds with the paradigm of the day. The politically inconvenient conclusion that family background explained more about a child's achievement than did school resources ran contrary to contemporary priorities, which were focused on improving educational inputs such as school expenditure levels, class size, and teacher quality. Indeed, less than a year before the Coleman Report's release, President Lyndon Johnson had signed the Elementary and Secondary Education Act into law, dedicating federal funds to disadvantaged students through a Title 1 program that still remains the single largest investment in K-12 education, currently reaching approximately 21 million students at an annual cost of about $14.4 billion. So what exactly had Coleman uncovered? Differences among schools in their facilities and staffing are so little related to achievement levels of students that, with few exceptions, their effect fails to appear even in a survey of this magnitude, the authors concluded. Zeroing In on Family Background Coleman's advisory panel refused to sign off on the report, citing methodological concerns that continue to reverberate. Subsequent research has corroborated the finding that family background is strongly correlated with student performance in school. A correlation between family background and educational and economic success, however, does not tell us whether the relationship between the two is independent of any school impacts. The associations between home life and school performance that Coleman documented may actually be driven by disparities in school or neighborhood quality rather than family influences. Often, families choose their children's schools by selecting their community or neighborhood, and children whose parents select good schools may benefit as a consequence. In the elusive quest to uncover the determinants of students' academic success, therefore, it is important to rely on experimental or quasi-experimental research that identifies effects of family background that operate separately and apart from any school effects. In this essay I look at four family variables that may influence student achievement: family education, family income, parents' criminal activity, and family structure. I then consider the ways in which schools can off-set the effects of these factors. Parental Education. Better-educated parents more likely to consider the quality of the local schools when selecting a neighborhood in which to live. Once their children enter a school, educated parents also more likely to pay attention to the quality of their children's teachers and may attempt to ensure that their children adequately served. By participating in parent-teacher conferences and volunteering at school, they may encourage staff to attend to their children's individual needs. …" @default.
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• W2460896502 date "2016-03-22" @default.
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• W2460896502 title "How Family Background Influences Student Achievement: Can Schools Narrow the Gap?." @default.
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