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Abstract
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). We show that these approaches can be reformulated as mediation models facilitating new extensions to allow for additional levels in the school system (e.g., classrooms, school districts, or geographic areas) and multiple ethnic groups (e.g., White, Black, Hispanic, and Asian). We illustrate these extensions using administrative data for high-school Colombian students and we highlight the increased substantive insights and nuanced policy implications that they afford.
Original language | English |
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Number of pages | 58 |
Journal | Sociological Methodology |
Volume | 52 |
Issue number | 2 |
DOIs | |
Publication status | Published - 8 Jun 2022 |
Bibliographical note
Sociological Methodology (2022)Research Groups and Themes
- SoE Centre for Multilevel Modelling
Keywords
- Achievement gaps
- mediation analysis
- effect decomposition
- multiple-level decomposition
- multi-group decomposition
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Dive into the research topics of 'Decomposing ethnic achievement gaps across multiple levels of analysis and for multiple ethnic groups'. Together they form a unique fingerprint.Projects
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How should we measure school performance and hold schools accountable? A study of competing statistical methods and how they compare to Progress 8
Leckie, G. B. (Principal Investigator), Goldstein, H. (Co-Investigator) & Prior, L. J. (Researcher)
24/09/18 → 30/09/22
Project: Research
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