Coursework Mastery and School Success: Gender, Ethnicity, and Poverty Groups within an Urban School District

Farkas, George; Sheehan, Daniel; Grobe, Robert P.

doi:10.2307/1163110

Cited by 6 publications

(6 citation statements)

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“…Specifically, when comparing equally able students in schools and classes where the average achievement level was high and where the average achievement level was low, the former had lower grades, test scores, and occupational aspirations and attended college less often. In a similar vein, in studying seventh and eighth graders in 25 schools, Farkas, Sheehan, and Grobe (1990) found that among schools in which class-average test scores were high, students’ course grades decreased. Likewise, Zeidner and Schleyer (1999a, 1999b, 1999c, 1999d) reported a BFLPE on the school performance of gifted children.…”

Section: Consequences Of Social Comparisonmentioning

confidence: 84%

Social Comparison in the Classroom: A Review

Dijkstra

Kuyper

Werf

et al. 2008

Review of Educational Research

283

200

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This article reviews research conducted on social comparison processes in the classroom since Festinger proposed his theory of social comparison. It covers the theoretical framework of social comparison theory, and it is organized around the following themes: motives for social comparison, dimensions of social comparison, direction of social comparison, and consequences of social comparison. The overall picture is an emerging one in which pupils prefer to compare their performances upward-specifically, with pupils who perform better than themselves but who resemble themselves on related and unrelated attributes. Although the magnitude of the effects of social comparison in the classroom is not examined, the review suggests that such upward comparisons not only lead pupils to perform better but evoke negative affect and lower academic self-concept. Topics discussed include inconsistencies (especially with regard to the direction of comparison and the motives underlying social comparison in the classroom), practical implications, and directions for future research.

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Section: Consequences Of Social Comparisonmentioning

confidence: 84%

Social Comparison in the Classroom: A Review

Dijkstra

Kuyper

Werf

et al. 2008

Review of Educational Research

283

200

View full text Add to dashboard Cite

show abstract

“…Grades are assigned based on a potentially wide-ranging array of tasks, measured over time, capturing academic knowledge, skills, behaviors, and effort and incorporating teacher judgment (Bowers, 2011; Brookhart et al, 2016; Farkas et al, 1990; Kelly, 2008). The fact that grades are based on a wide range of factors with judgment from many different teachers makes them potentially highly variable across contexts.…”

Section: Prior Literature On the Reliability Of Course Grades Across mentioning

confidence: 99%

“…A number of studies have discerned what are called “frogpond” effects (Attewell, 2001), where students with similar prior test scores, academic performance, or effort receive lower grades in classrooms and schools of predominantly high-achieving students compared to those with lower-achieving students (Barrow et al, 2016; Farkas et al, 1990; Nomi & Allensworth, 2009). Students also tend to get lower grades in classes that are intentionally designed to be challenging, such as Advanced Placement and Honors courses (Sadler & Tai, 2007).…”

Section: Prior Literature On the Reliability Of Course Grades Across mentioning

confidence: 99%

High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools

Allensworth

Clark

2020

Educational Researcher

114

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High school GPAs (HSGPAs) are often perceived to represent inconsistent levels of readiness for college across high schools, whereas test scores (e.g., ACT scores) are seen as comparable. This study tests those assumptions, examining variation across high schools of both HSGPAs and ACT scores as measures of academic readiness for college. We found students with the same HSGPA or the same ACT score graduate at very different rates based on which high school they attended. Yet, the relationship of HSGPAs with college graduation is strong and consistent and larger than school effects. In contrast, the relationship of ACT scores with college graduation is weak and smaller than high school effects, and the slope of the relationship varies by high school.

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“…This is because the teacher's judgment of the student's performance will be relative to that of other students in the school. A ''frogpond effect'' (Davis 1966;Farkas, Sheehan, and Grobe 1990) may therefore exist, in which the same student appears worse when compared to higher than to lower performing schoolmates. In addition, the special education resources of a low-performing school may be more severely strained by a larger number of referrals.…”

Section: Subjectivity In Special Education Eligibilitymentioning

confidence: 99%

Who Is Placed into Special Education?

2010

Self Cite

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We use nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to identify variables measured in the fall of 1998 (when the sample’s students were in kindergarten) that predict special education placement by the spring of 2004 (when those not retained were finishing fifth grade). Placement’s strongest kindergarten predictor is a student’s own level of academic achievement. Also important is the student’s frequency of classroom task engagement. There is a “frog-pond” contextual effect -- attending an elementary school with high levels of overall student academic ability and behavior increases a student’s likelihood of special education placement. This is the case even after statistically controlling for a wide range of individual-, family-, and school-level characteristics. Social class background displayed a weak or statistically non-significant relation with special education placement. However, girls are placed less frequently than boys. African American, Hispanic, and Asian students are placed less frequently than non-Hispanic whites. The under- or equal-placement rates for racial/ethnic minorities are partially explained by their concentration in high-minority schools.

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Coursework Mastery and School Success: Gender, Ethnicity, and Poverty Groups within an Urban School District

Cited by 6 publications

References 0 publications

Social Comparison in the Classroom: A Review

Social Comparison in the Classroom: A Review

High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools

Who Is Placed into Special Education?

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