Equality of Educational Opportunity: The

By Coleman Report. 2010

2,971 citations recorded by the source corpus.

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Citations in the corpus

Predicting Teacher Performance With Test Scores and Grade Point Average: A Meta-Analysis (2009, background): “Perhaps the seminal study of this kind was the Coleman report (Coleman et al., 1966), which revealed that a teacher’s score on a small vocabulary test was one of the few significant predictors of student achievement.”
Harming the Best: How Schools Affect the Black-White Achievement Gap. NBER Working Paper No. 14211. (2008, unknown): “Published on behalf of the Association for Public Policy Analysis and Management The original Coleman Report (Coleman et al., 1966) was mandated by the Civil Rights Act of 1964 and motivated by concerns about racial justice in the schools.”
Advanced Placement: The Dual Challenge of Equal Access and Effectiveness (2018, background): “Indeed, such an interpretation aligns with the well-documented academic challenges associated with being raised in a low-income household (Coleman et al., 1966; Rothstein, 2009).”
Testing a developmental–ecological model of student engagement: a multilevel latent growth curve analysis (2009, background): “Educators and researchers have long noted self‐esteem as an important determinant of students’ academic success (Coleman et al, 1966 ).”
Curricular Tracking and Central Examinations: Counterbalancing the Impact of Social Background on Student Achievement in 36 Countries (2014, background): “This may be especially helpful for students with lower socio-economic status, who tend to depend more on the educational system for their learning than do students from more advantageous social backgrounds (Coleman et al. 1966; Van de Werfhorst and Mijs 2010).”
Behavioral Economics of Education (2015, background): “Background: education production Coleman (1966) was one of the first to study the relationship between the inputs into the educational process and tudent performance.”
The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation (2010, background): “Often, the examined skill is not subject-specific, either when based on a rudimentary measure of verbal ability (e.g., Coleman et al. 1966) or when aggregated across a range of skills including verbal and pedagogic ability as well as knowledge in different subjects (e.g., Summers and Wolfe 1977).”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “The importance of compositional effects at the school and classroom levels is welldocumented (Coleman et al., 1966).”
School Climate: Historical Review, Instrument Development, and School Assessment (2010, background): “Research continued throughout the 1960s and early 1970s, examining socioeconomic and race differences to explain achievement with mixed success (Coleman et al., 1966; Hauser, 1970; McDill, Meyers, & Riugsby, 1967).”
Neighborhoods and Schools as Competing and Reinforcing Contexts for Educational Attainment (2010, background): “Research on the importance of school composition became of particularly keen interest following the Equality of Educational Opportunity Report in 1966, which found that classmates’ socioeconomic backgrounds were a more substantial predictor of an individual’s success than school resources were (Cole”
Estimating the Technology of Cognitive and Noncognitive Skill Formation (2010, unknown): “This finding is consistent with the Coleman Report (1966) that finds weak effects of schooling inputs on child outcomes once family characteristics are entered into an analysis.”
School Climate (2018, unknown): “He paid great attention to the role that school factors played in the educational achievements of students (Coleman et al. 1966).”
Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis (2011, background): “The two most consistent findings are (a) teachers’ own prior test scores, especially those related to verbal ability (Coleman, 1966; Ehrenberg & Brewer, 1995) and (b) the selectivity or competitiveness of the undergraduate institution attended by the teacher (Angrist & Guryan, 2003; Ehrenberg &…”
Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century (2015, background): “The Coleman Report’s (Coleman et al. 1966) finding that most variation in test performance is within schools led subsequent generations of scholars to propose two sets of hypotheses to explain within-school heterogeneity. The first hypothesis, explored primarily in the tracking literature, involves ”