Author's Keywords: Grades, school contexts, tracking, course taking, stratification, high schools, students.	Convention Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p184027_index.html Direct Link: HTML Code:

Schiller, Kathryn., Farkas, George., Wilkinson, Lindsey., Muller, Chandra. and Frank, Kenneth. "Influences of Group Behavior and Social Background on Grade Distributions within School Contexts." Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City, Aug 11, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p184027_index.html>

Schiller, K. S., Farkas, G. , Wilkinson, L. N., Muller, C. and Frank, K. A. , 2007-08-11 "Influences of Group Behavior and Social Background on Grade Distributions within School Contexts." Paper presented at the annual meeting of the American Sociological Association, TBA, New York, New York City Online <APPLICATION/PDF>. 2009-05-24 from http://www.allacademic.com/meta/p184027_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Increasing competition for grades in high schools has raised concerns about inequitable distributions of this key academic reward with implications for students’ future educational and, thus, occupational careers. We use data from a multi-cohort nationally representative study containing student surveys and school transcripts to examine how individual characteristics, those of classmates, and those of schoolmates influence the grades students receive. Consistent with previous studies we find that students’ cognitive skill, behaviors and course placements are strong predictors of their grades throughout high school. We also find that, net of their own characteristics, students taking courses with a larger percentage of others enrolled in lower-level math courses or reporting behavior problems tend to receive lower grades throughout high school, while those taking honors English receive higher grades. These differences in group course taking patterns account for much of the positive influence of classmates’ social class on grades. The influence of schoolmates’ cognitive skill, behavior and social background on individual students’ grades was minimal. These results suggest that the allocation of academic rewards in high schools may reflect larger societal distributions of economic resources.

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