Not Just Race, Not Just Place: Moderating Effects on School District Composition Variables

• In Event: Roundtable Session 35
  In Roundtable Session: Ensuring Student Success: New Directions in Black Education

Abstract

This paper combines two distinct bodies of research in order to better understand how school district context variables impact literacy achievement. Past research has examined the effects of school context variables on academic achievement, including how race and SES moderate those effects, and has demonstrated that these effects may be geospatial in nature. This paper combines these two bodies of work by examining the effects of race and socioeconomic status on school context variables while also accounting for geospatial variation by conducting the analysis using Geographic Weighted Regression. This allows the models to parse out the variables' effects while controlling for race and SES and including geospatial location in the model.

Author

• Elizabeth Thorne Wallington, Washington University in St. Louis