Low-Income Students and the Socioeconomic Composition of Public High Schools
研究美国公立高中中，随着中高收入家庭学生比例增加，低收入学生在数学和科学课程中进步更慢，且出现更多心理社会问题，尤其在非裔和拉丁裔学生中更明显。
Increasing constraints placed on race-based school diversification have shifted attention to socioeconomic desegregation. Although past research suggests that socioeconomic desegregation can produce heightened achievement, the "frog pond" perspective points to potential problems with socioeconomic desegregation in nonachievement domains. Such problems are important in their own right, and they may also chip away at the magnitude of potential achievement benefits. In this article, I report conducted propensity score analyses and robustness calculations on a sample of public high schools in the National Longitudinal Study of Adolescent Health. As the proportion of the student body with middle- or high-income parents increased, low-income students progressed less far in math and science. Moreover, as the proportion of the student body with middle- or high-income or college-educated parents increased, low-income students experienced more psychosocial problems. Such patterns were often more pronounced among African American and Latino students. These findings suggest curricular and social psychological mechanisms of oft-noted frog pond effects in schools and extend the frog pond framework beyond achievement itself to demographic statuses (e.g., race/ethnicity and SES) perceptually linked to achievement. In terms of policy, these findings indicate that socioeconomic desegregation plans should also attend to equity in course enrollments and the social integration of students more generally.