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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.
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It is well known that family socioeconomic background influences childhood access to opportunities. Educational reforms that introduce new information about school quality may lead to increased inequality if families with more resources are better able to respond. However, these policies can also level the playing field for choice by equalizing disadvantaged families’ access to information. This study assesses how a novel accountability system affected family enrollment decisions in the Chicago Public Schools by introducing new test performance information and consequences.
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This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel.
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A symbolic politics approach contends that the meanings policy proposals convey, and the audiences they attract, may matter more than whether they become law. Yet, we know little about the sociopolitical conditions prompting lawmakers to engage in symbolic politics.
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In 2013 the Social Science Research Council (SSRC) initiated the Measuring College Learning (MCL) project because SSRC recognized a pressing need for greater clarity, intentionality, and quality in U.S. higher education.
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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.
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What explains the rise of race-conscious affirmative action policies in undergraduate admissions? The dominant theory posits that adoption of such policies was precipitated by urban and campus unrest in the North during the late 1960s. Based on primary research in a sample of 17 selective schools, we find limited support for the dominant theory. Affirmative action arose in two distinct waves during the 1960s. A first wave was launched in the early 1960s by northern college administrators inspired by nonviolent civil rights protests in the South.
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In 1996, Congress overhauled welfare policy to promote work, marriage, and responsible fatherhood for American families living in poverty. This led to the creation of the federal Healthy Marriage Initiative—often referred to as marriage promotion policy—which has spent almost $1 billion since 2002 to fund hundreds of relationship and marriage education programs.
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The fight over campus speech has a long history, but recent events suggest it is at least as vitriolic as ever. Headlines are illustrative of how volatile campuses can be with mass protests leading to cancellations of speeches by invited speakers and threats made against academics such as Johnny Williams, a sociology professor at Trinity College. What constitutes acceptable speech on campus? When does it become hate speech? What rights should and do professors, students, and invited speakers have?
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by Prudence L. Carter, Spring 2018 Contexts
