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Ann Owens

Ann Owens, Thalia Tom.

Past research extensively documents inequalities in educational opportunity and achievement by students’ race/ethnicity or socioeconomic status (SES). Less scholarship focuses on how race/ethnicity and SES interact and jointly contribute to educational inequalities. We advance this burgeoning line of scholarship by charting math achievement trajectories and school socioeconomic composition by both student race/ethnicity and SES in California from 2014-15 through 2017-18. Linked administrative data allow us to operationalize student SES more richly than point-in-time free meal eligibility, a measure commonly used in education research. We find evidence of considerable racial/ethnic disparities in math achievement and school socioeconomic composition among same-SES students. White and Asian students score substantially higher on math achievement tests and attend higher-SES schools than same-SES Hispanic and Black students. Achievement and contextual inequalities are related: differential exposure to school SES by student race/ethnicity is associated with within-SES racial/ethnic achievement disparities. Our findings show that SES does not translate into the same contextual or achievement advantages for students of all racial/ethnic groups, demonstrating the importance of jointly considering student race/ethnicity and SES in future research and policy development.

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Soledad De Gregorio, Tasminda K. Dhaliwal, Ann Owens, Gary Painter.

Homelessness is rising among public school students in large cities across the US. Using nine years of student-level administrative data, we examine how homelessness affects students’ mathematics and attendance outcomes within the Los Angeles Unified School District, including the differential effects of homelessness based on duration and timing of their homeless experiences. Results using inverse probability of treatment weighting find that homeless students score 0.13 SD lower on math assessments and miss 5.8 additional days of school than students who never experience homeless. Results suggest that current homelessness has larger negative impacts on math achievement and attendance than former homelessness, and that transitory homelessness has larger negative impacts than persistent homelessness on the same outcomes.

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