The Production of Achievement Inequality in High School English

By William Carbonaro, Adam Gamoran. 2002

149 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/154754c95260797fe4004a1a9ce076802cb80537

How researchers see this paper

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

In Developmental and Educational Psychology

1. Martin Nystrand
2. Janet Ward Schofield
3. Gregory Palardy
4. R. Rumberger
5. Arthur N. Applebee
6. Adam Gamoran
7. Carolyn M. Callahan
8. Sean F. Reardon

In Education

1. Ann Owens
2. Gregory Palardy
3. Janet Ward Schofield
4. Martin Nystrand
5. Christopher Jencks
6. R. Rumberger
7. Tonya R. Moon
8. Adam Gamoran

Citations in the corpus

• Income Segregation Between Schools and School Districts (2016, background): “…have suggested that mean student socioeconomic status (SES) impacts student achievement (Gamoran, 1996; Mayer, 1991; Reardon, 2016; Rumberger & Palardy, 2005), although others have not found much relationship between the two (Carbonaro & Gamoran, 2002; Jencks & Mayer, 1990; Lauen & Gaddis, 2013).”
• Tracking, Students' Effort, and Academic Achievement (2005, unknown): “However, it should be noted that Carbonaro and Gamoran (2002) had some success in using these measures in their examination of achievement in English.”
• Differential school effects among low, middle, and high social class composition schools: a multiple group, multilevel latent growth curve analysis (2008, unknown): “…Lee & Smith, 1993, 1995; Lee et al., 1997; Morgan & Sorensen, 1999); teachers’ expectations and efficacy, as well as their instructional practices (Carbonaro & Gamoran, 2002; Lee et al., 1997); and the social and academic climate of schools (as reflected by measures such as the number of…”
• International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “They generally conclude that peer influences in highachieving tracks in the United States promote academic growth, even when instructional practices and curricular content are controlled (Carbonaro & Gamoran, 2002).”
• Does Segregation Still Matter? The Impact of Student Composition on Academic Achievement in High School (2005, background): “Still another study found no impact of the percent of the students on free or reduced lunch on the growth in reading achievement during high school after controlling for student background characteristics (Carbonaro & Gamoran, 2002).”
• Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English (2003, background): “Past studies have shown that tracking, instruction, and achievement are related in two ways: First, the quality and rigor of instruction tends to be higher in high tracks, so that instruction accounts for (or mediates) the influence of tracking on achievement (e.g., Carbonaro & Gamoran, 2002).”
• Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature (2003, background): “For instance, when students are encouraged to select reading material of interest to them, they are more likely to demonstrate substantive engage ment and, thus, experience improved reading performance (Carbonaro & Gamoran, 2002).”