The relations of a school’s capacity for institutional diversity to student achievement in socio-economically, ethnically, and linguistically diverse schools

ABSTRACT

This study examines how a school’s capacity for institutional diversity relates to student achievement in socio-economically, ethnically, and linguistically diverse schools. It also investigates whether various student groups benefit differently from a school’s level of student diversity and its institutional capacity for diversity. Using data from the High School Longitudinal Study of 2009 (HSLS:09), the study uses two-level hierarchical linear models to explore the relationships between multiple types of school diversity and student achievement and to examine the role played by an institution’s capacity for diversity. Our findings confirm that different types of school diversity have different associations with the academic achievement of students from varied family and language backgrounds. We also find that a school’s capacity for diversity is a significant predictor of the academic success of students, particularly for students from lower income families and those who use a home language other than English.

KEYWORDS:

• school diversity
• capacity for institutional diversity
• student achievement
• cross-level interactions

Notes on contributors

Sookweon Min is a Ph.D. Candidate at the University of Wisconsin-Madison, Educational Leadership and Policy Analysis. Her research interests include the demographic shifts of K-12 schools, school leadership in culturally diverse schools, and schools’ organizational capacities for student diversity.

Peter T. Goff ’s interests in education focus on data use and decision making, particularly with respect to the strategic management of human resources. Dr. Goff’s most recent publications highlight the role of feedback and coaching on leadership development. His current research projects examine teacher assignment practices, the impact of within school teacher mobility on instructional growth, and gender bias in the leadership labor market. A former acrobat and chemistry teacher, he is currently an assistant professor of educational leadership and policy analysis at the University of Wisconsin-Madison.