Decomposing Ethnic Achievement Gaps across Multiple Levels of Analysis and for Multiple Ethnic Groups
Decomposing Ethnic Achievement Gaps across Multiple Levels of Analysis and for Multiple Ethnic Groups
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DOI：
10.1177/00811750221099503
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发表时间：
2022-06
影响因子：
3
通讯作者：
Beatriz Gallo Cordoba;G. Leckie;W. Browne
中科院分区：
文献类型：
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作者：
Beatriz Gallo Cordoba;G. Leckie;W. Browne
族裔成绩差距往往是从学生和学校因素方面来解释的。因此，将这些差距分解为学校内部和学校之间的组成部分，作为量化每组因素的整体影响的策略。以前曾提出过三种相互竞争的方法，但每一种都局限于研究两个种族群体之间差距的学生-学校分解（例如，白色和黑色）。作者表明，这些方法可以重新制定为调解模式，促进新的扩展，以允许在学校系统的额外水平（例如，教室、学区、地理区域）和多个种族群体（例如，白色、黑色、西班牙裔、亚洲人）。作者使用哥伦比亚高中学生的行政数据说明了这些扩展，并强调了它们提供的更多实质性见解和细微的政策影响。
Ethnic achievement gaps are often explained in terms of student and school factors. The decomposition of these gaps into their within- and between-school components has therefore been applied as a strategy to quantify the overall influence of each set of factors. Three competing approaches have previously been proposed, but each is limited to the study of student-school decompositions of the gap between two ethnic groups (e.g., White and Black). The authors show that these approaches can be reformulated as mediation models facilitating new extensions to allow additional levels in the school system (e.g., classrooms, school districts, geographic areas) and multiple ethnic groups (e.g., White, Black, Hispanic, Asian). The authors illustrate these extensions using administrative data for high school students in Colombia and highlight the increased substantive insights and nuanced policy implications they afford.