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Article
Marks, Gary. N. (2012) Are School-SES Effects Theoretical and Methodological Artifacts?
Teachers College Record (2012)
  • Gary Marks, University of Melbourne
Abstract

Several recent studies have made substantive claims about the effects of school-SES on student achievement. This article argues that school-SES effects are an artifact due to the very high correlation at the aggregate school-level between SES and student achievement. School-SES effects are strong because they are proxies for school-prior achievement. Theoretical processes are offered to explain the effects of school-level prior achievement.

Publication Date
September 14, 2012
Citation Information
Gary Marks. "Marks, Gary. N. (2012) Are School-SES Effects Theoretical and Methodological Artifacts?" Teachers College Record Vol. ID Number: 16872 (2012)
Available at: http://works.bepress.com/gary_marks/92/