Who Do Schools Really Serve?: Examining the Relationship Between Socioeconomic Status and Access to School Resources Through LISREL
Access to quality school resources enhances student's educational experiences. Students taught by quality teachers benefit from their teachers' training and expertise, and students who participate in an enriched curriculum benefit from challenging material and coursework. This paper assesses whether access to those quality school resources vary depending on student's socioeconomic backgrounds. This variation is an extremely important policy issue, particularly if quality school resources are related to test performance and educational attainment. The results indicate that student socioeconomic backgrounds and the socioeconomic composition of school populations are factors which determine student access to school resources. In addition, student test scores and attainment levels are highly related to the quality of the curriculum.
University of Illinois - Urbana-Champaign
Networked Digital Library of Theses and Dissertations
University of Illinois at Urbana-Champaign