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oai:www.ideals.illinois.edu:2142/80249 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

William Trent Farmer, Raquel Lauren 2015-09-25T19:56:09Z 2015-09-25T19:56:09Z 10000-01-01 1998 1998 Access to quality school resources enhances student's educational experiences. Students taught by quality teachers benefit from their teachers' training and expertise, and students who participate in an enriched curriculum benefit from challenging material and coursework. This paper assesses whether access to those quality school resources vary depending on student's socioeconomic backgrounds. This variation is an extremely important policy issue, particularly if quality school resources are related to test performance and educational attainment. The results indicate that student socioeconomic backgrounds and the socioeconomic composition of school populations are factors which determine student access to school resources. In addition, student test scores and attainment levels are highly related to the quality of the curriculum. Made available in DSpace on 2015-09-25T19:56:09Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9904451.pdf: 8266218 bytes, checksum: 84ac824f5f0206d145a636632f602b8f (MD5) Previous issue date: 1998 Embargo set by: Seth Robbins for item 81531 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 219 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998. http://hdl.handle.net/2142/80249 (MiAaPQ)AAI9904451 eng Education, Administration Who Do Schools Really Serve?: Examining the Relationship Between Socioeconomic Status and Access to School Resources Through LISREL text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.