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Compositional or Cohort Effects on Educational Outcomes
Mon, April 16, 10:35am to 12:05pm, New York Hilton Midtown, Floor: Second Floor, Gramercy Room EastSession Type: Invited Speaker Session
Abstract
School and classroom composition effects, sometimes described as cohort effects or context effects, are powerful and often overlooked determinants of the outcomes of schooling, from preschool to college. These compositional effects might be many times more ubiquitous and powerful than most people recognize.
If the dreams and possibilities of public education are to be realized, as the theme of this convention asks us to consider, then these powerful effects on educational outcomes need to be considered more systematically. This symposium describes these ubiquitous effects in a number of educational settings. Policy implications emanating from these findings abound.
Sub Unit
Chair
Papers
Effects of Differences in the Composition of Schools and Classes on Educational Outcomes - David C. Berliner, Arizona State University
School Composition, Poor Children, and Poor Schools in Post-Apartheid South Africa - Servaas Van der Berg, Stellenbosch University
Clarifying the Meaning of Social Class Effects on Academic Achievement in Schools and Classrooms - Martin Carnoy, Stanford University
Educational Prosperity: The Critical Transition From Learning-to-Read to Reading-to-Learn Among Cohorts of Students With Low Preliteracy Skills - Jon Douglas Willms, University of New Brunswick
Cohort Effects in Developing Economic Knowledge by College Students: A Combined Cohort-Longitudinal Study - Olga Zlatkin-Troitschanskaia, Johannes Gutenberg University of Mainz