Differential school effects among low, middle, and high social class composition schools: a multiple group, multilevel latent growth curve analysis

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Why poor children are more likely to become poor readers: The school years (2013, background): “Research in the UK and USA has also provided evidence of a significant school SES effect on literacy scores and reading growth that is equivalent to, or exceeds, the effect of student SES (Cassen & Kingdom, 2004; Palardy, 2008; Rumberger & Palardy, 2005; Sirin, 2005).”
Profiles of hope: How clusters of hope relate to school variables (2017, background): “theory posits that barriers encumber hope (Snyder, 2002) and students from low SES families generally encounter more barriers than students from high SES families (e.g., access to high quality education; Kraus, Piff, MendozaDenton, Rheinschmidt, &Keltner, 2012; Palardy, 2008; Snyder, 2002), Low Hope”
Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty, and prior achievement (2010, methodology): “Palardy (2008), analysing student progress between ages 14 and 18 using the US National Education Longitudinal Study, did not directly model differential effects at the school level but broadly categorised schools into three groups based on the mean socioeconomic status (SES) of the students…”
High School Socioeconomic Segregation and Student Attainment (2013, background): “However, the availability of such social capital tends to be substantially greater among students from high SES families who are more concentrated in high SEC schools (Ream & Palardy, 2008).”