A Multilevel Model of the Social Distribution of High School Achievement

TLDR

The authors applied hierarchical linear modeling to data from 10,187 students in 160 high schools to assess how school norms and academic organization affect four social distribution metrics of mathematics achievement. The study found that higher overall achievement is linked to school social composition and academic emphasis, that smaller gaps between minority and white students are associated with orderly school climates, and that reduced differentiation by social class and academic background correlates with smaller school size, less variability in math course taking, and fair, effective disciplinary climates.

Abstract

The study reported here identified some characteristics of secondary schools that encourage a high level of achievement and promote an equitable distribution of achievement across the diverse social class, racial/ethnic, and academic backgrounds of students. The data consisted of a subsample of 10,187 students in 160 high schools from High School and Beyond. Hierarchical linear modeling techniques were used to investigate the effect of the normative environment and academic organization of high schools on four social distribution parameters related to mathematics achievement. High average achievement is related to school social composition and to the school's academic emphasis. Although a smaller gap between the achievement of minority and white students is associated with an orderly school climate, less differentiation by social class and academic background are associated with smaller school size, less variability in course taking in mathematics, and a fair and effective disciplinary climate.