The Frog Pond Revisited: High School Academic Context, Class Rank, and Elite College Admission

By T. Espenshade, L. Hale, C. Chung. 2005

126 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d8f218a060919efb7c07c6f4c677e8f78145a321

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Citations in the corpus

The Big-Fish-Little-Pond Effect: Persistent Negative Effects of Selective High Schools on Self-Concept After Graduation (2007, background): “…interest is the extent to which the negative effect of school-average achievement on academic selfconcept can be explained by the typical grade-on-a-curve phenomenon in which equally able students receive lower grades in more academically selective settings (Espenshade et al., 2005; Marsh, 1987).”
Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context (2010, background): “Past research has demonstrated how the interaction between students, high schools, and elite colleges can inhibit educational opportunity ( Espenshade et al. 2005 ), while studies that have attempted to relate measures of school quality to attainment and economic outcomes have produced mixed results”
Differential school contextual effects for math and English : integrating the big-fish-little-pond effect and the internal/external frame of reference (2013, background): “For example, Espenshade, Hale, and Chung (2005) observed that elite college entry boards make decisions on potential students, at least in part, on the basis of the average ability of the school they attended.”
Unraveling the myth of meritocracy within the context of US higher education (2011, background): “involvement, that can foster or deter the acquisition of necessary qualifications ( Espenshade et al. 2005; McDonough 1997, 2005; Perna et al. 2008; Tierney and Auerbach 2005; Venezia and Kirst 2005).”