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Schools placed on probation due to subpar test scores spurs transfer patterns linked to household income, a study by New York University (NYU) sociologists finds.
Their study of a school accountability program in the Chicago Public Schools reveals that families were responsive to new information about school quality and that those with more financial resources were the most likely to transfer to other schools in the district or to leave the district altogether.
The American Sociological Association (ASA) applauds the U.S. Supreme Court’s ruling today in the affirmative action case Fisher v. University of Texas at Austin. The judgement allows the university to continue using race as a factor in admissions decisions.
The U.S. prison population continued to rise even after the crime rate began declining in the mid-1990s because judges were faced with more repeat offenders, a new study suggests.
Using data from Minnesota, an Ohio State University sociologist found that the U.S. criminal justice system felt the reverberations from the increase in violent crime and imprisonment that occurred from the 1960s to the early 1990s.
Ramen noodles are supplanting the once popular cigarettes as a form of currency among state prisoners, but not in response to bans on tobacco products within prison systems, finds a new study.
Instead, study author Michael Gibson-Light, a doctoral candidate in the University of Arizona School of Sociology, found that inmates are trying to figure out ways to better feed themselves as certain prison services are being defunded.
Immigrants detained in a privately run detention facility while awaiting deportation decisions are far less likely than those held in county or city jails to receive visits from their children, a new study finds.
Washington, DC: A formal statement issued by the American Sociological Association (www.asanet.org/studentevaluations), and endorsed by 17 other scholarly associations, describes the current use of student evaluations of teaching as “problematic” and identifies ways to use student feedback appropriately as one part of holistic assessment of teaching effectiveness in institutions of higher education.