Beyond Free Lunch: Alternative Poverty Measures in Educational Research and Program Evaluation

Kurki, Anja; Boyle, Andrea; Aladjem, Daniel K.

doi:10.1037/e539922012-001

Cited by 10 publications

(11 citation statements)

References 16 publications

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“…We acknowledge that using participation in FRL as a measure of student poverty is a relatively simplistic measure of poverty; however, education researchers use it often primarily due to its availability. In fact, some researchers claim it is the most commonly used measure of poverty in education research (Kurki, Boyle, & Aladjem, 2005), and it is often used in federally funded studies, reports, and is described as an indicator of economic advantage in the NCLB legislation. 13 The percentage of students who are not proficient in language arts is highly correlated with the percentage of students who are not proficient in mathematics.…”

Section: School-level Variablesmentioning

confidence: 99%

School choice & social stratification: How intra-district transfers shift the racial/ethnic and economic composition of schools

Phillips

Larsen

Hausman

2015

Social Science Research

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Section: School-level Variablesmentioning

confidence: 99%

School choice & social stratification: How intra-district transfers shift the racial/ethnic and economic composition of schools

Phillips

Larsen

Hausman

2015

Social Science Research

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“…9 Free and reduced-priced lunch eligibility is the most commonly used measure of poverty in schools. There are, however, a number of issues that make such heavy reliance on FRL data troubling, including evidence suggesting that stigma-sensitive high school students are less likely to participate in the program (Pogash, 2008;Kurki, Boyle, & Aladjem, 2005). FRL-eligibility is also a dichotomous measure of poverty -a student is either above the poverty line or below it -prohibiting a nuanced grasp of the varying levels of poverty (see also Lubenski & Crane, 2010).…”

Section: Achievement and Educational Attainment In Charter Schoolsmentioning

confidence: 99%

Choice without Equity: Charter School Segregation

Frankenberg

Siegel‐Hawley

Wang

2011

EPAA

194

216

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Abstract:The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the characteristics of students enrolled in charter schools and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools. This article examines these questions at different levels, aggregating school-level enrollment to explore patterns among metropolitan areas, states, and the nation using three national datasets. Our findings suggest that charters currently isolate epaa aape Education Policy Analysis Archives Vol 19 No12 students by race and class. This analysis of recent data finds that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation. In some regions, white students are overrepresented in charter schools while in other charter schools; minority students have little exposure to white students. Data about the extent to which charter schools serve low-income and English Language Learners is incomplete, but suggest that a substantial share of charter schools may not enroll such students. As charters represent an increasing share of our public schools, they influence the level of segregation experienced by all of our nation's school-aged children. After two decades, the promise of charter schools to use choice to foster integration and equality in American education has yet to be realized. Keywords: School choice; school demography; student diversity; educational policy Selección sin equidad: Segregación escolar en las escuelas charter Resumen: La popularidad política de las escuelas "charter" es inconfundible. Este artículo explora la relación entre las escuelas charter y la segregación en el país, en 40 estados, el Distrito de Columbia, y varias docenas de áreas metropolitanas con gran cantidad de estudiantes inscriptos en escuelas "charter" durante los años 2007-08. El análisis descriptivo de la matrícula escolar en las escuelas charter tiene el objetivo de comprender la matrícula y características de los alumnos de las escuelas charter y en que medida los estudiantes de escuelas charter están segregados, incluyendo la formas de segregación escolar y compararlos con estudiantes de escuelas públicas tradicionales. Este artículo examina esas cuestiones en diferentes niveles, la matrícula escolar agregada por nivel para estudiar los patrones en áreas metropolitanas, estados y la nación con tres conjuntos de datos nacionales. Nuestros hallazgos sugieren que las escuelas charter aíslan a los estudiantes por raza y clase. Este análisis de datos recientes encuentra que las escuelas charter son racialmente más aisladas que las escuelas públicas tradi...

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“…Even though using participation in FRL as a measure of student poverty is a relatively simple measure of poverty, education researchers use it often. In fact, some researchers claim it is the most commonly used measure of poverty in education research (Kurki, Boyle, and Aladjem 2005), and it is often used in federally funded studies, reports, and is described as an indicator of economic advantage in the NCLB legislation.…”

mentioning

confidence: 99%

Students Who Choose and the Schools They Leave: Examining Participation in Intradistrict Transfers

Phillips

Hausman

Larsen

2012

The Sociological Quarterly

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Data from one urban school district is analyzed to examine equity-based arguments about school choice as they pertain to intradistrict transfer policies. We specifically examine which factors influence the propensity for parents to participate in choice, and how choice schools differ from the schools that students are zoned to attend. We find that advantaged and disadvantaged parents make similar choices in that they are both likely to choose more affluent schools with better academic records than the schools they are zoned to attend. However, these choices operate in different spheres, as advantaged parents choose the most affluent schools with the best academic records, and disadvantaged parents choose away from the least affluent schools with the worst academic records to schools that are slightly better.

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Beyond Free Lunch: Alternative Poverty Measures in Educational Research and Program Evaluation

Cited by 10 publications

References 16 publications

School choice & social stratification: How intra-district transfers shift the racial/ethnic and economic composition of schools

School choice & social stratification: How intra-district transfers shift the racial/ethnic and economic composition of schools

Choice without Equity: Charter School Segregation

Students Who Choose and the Schools They Leave: Examining Participation in Intradistrict Transfers

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