Disparities Within: Unequal Spending and Achievement in an Urban School District.

By D. J. Condron, Vincent J. Roscigno. 2003

286 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/12b420d16a67f543d0a8e5c8a7302ba17b7b9ee9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Gregory Palardy
2. Robert Ream
3. P. Bahr
4. D. Long
5. Diana C. Rice
6. Laura Desimone
7. S. Kaya
8. Guillermo Montt

In Sociology and Political Science

1. Gregory Palardy
2. P. Bahr
3. D. Long
4. Laura Desimone
5. Robert Ream
6. Guillermo Montt
7. P. Crosta
8. Esau Tovar

Citations in the corpus

• Multilevel Effects of Student and Classroom Factors on Elementary Science Achievement in Five Countries (2010, background): “Unfortunately, in the USA, schools serving students from low-SES families suffer the most from unequal distribution of educational funds (Condron & Roscigno, 2003; Darling-Hammond & Sykes, 2003; Goesling, 2005; Greenwald et al., 1996; Lee & Luykx, 2005).”
• Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, background): “Some argue that schools reproduce inequalities (Bourdieu & Passeron, 1977; Bowles & Gintis, 1976) through systematic differences within schools (e.g., tracking; Gamoran & Mare, 1989; Oakes, 1985) or between schools (e.g., teacher quality; Condron & Roscigno, 2003).”
• Cross-national Differences in Educational Achievement Inequality (2011, background): “Resources, however, may not be spent in a targeted fashion to reduce educational inequality (Condron and Roscigno 2003) and may in fact be unequally distributed to the benefit of advantaged students (Moser and Rubenstein 2002).”
• Does Mathematics Remediation Work?: A Comparative Analysis of Academic Attainment among Community College Students (2008, background): “This function is made all the more important by the fact that the funding structure of public primary and secondary education (based, in part, on local taxes) ensures substantial inequities in the quality of education provided to students (Cohen and Johnson 2004; Condron and Roscigno 2003; Walters 2”
• Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida’s Schools (2004, unknown): “…and allocation of other educational resources (funding, quality of teachers) as mediating factors have shown that resegregation may undermine the goals of desegregation (Condron & Roscigno, 2003; Eitle & Eitle, in press; Epstein, 1985; Meier, Stewart, & England, 1989; Mickelson, 2001).”
• Toward Understanding How Social Capital Mediates the Impact of Mobility on Mexican American Achievement (2005, background): “The potential for social exchange to perpetuate inequality is likely to be less discernible than the more obvious role that economic resources might play in the stratification process through, for example, inequitable school funding schemes (Condron and Roscigno 2003).”
• Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, background): “2The potential for social exchange to affect educational inequality may be less discernible than the more obvious role that material resources might play in the stratification process through inequitable school funding schemes (Condron & Roscigno, 2003).”