Compositional Effects, Segregation and Test Scores: Evidence From the National Assessment of Educational Progress
Year of publication: |
2014
|
---|---|
Authors: | Munk, Tom ; McMillian, M. ; Lewis, Nicole |
Published in: |
The Review of Black Political Economy. - National Economic Association - NEA. - Vol. 41.2014, 4, p. 433-454
|
Publisher: |
National Economic Association - NEA |
Subject: | Achievement | Race | Ethnicity | Class | Multilevel modeling | School effectiveness |
-
Munk, Tom E., (2014)
-
Same race teachers do not necessarily raise academic achievement
Penney, Jeffrey, (2023)
-
Intersectionality : are we taking enough notice in the field of work and employment relations?
McBride, Anne, (2015)
- More ...
-
Creating a Testable, Estimable Model to Inform Our Response to the Test-Score Gap Crisis
McMillian, M., (2010)
-
Case study: building an internal coaching capacity – the American Cancer Society coach cadre model
Ali, Yumna, (2010)
-
Creating a testable, estimable model to inform our response to the test-score gap crisis
McMillian-Robinson, Marciea Monique, (2010)
- More ...