Lower test scores for students who use computers often …
Are there computers in the classroom
That families have a strong, if not overwhelming, effect on student achievement is one of the most frequently repeated bumper-sticker claims of those who cite the Coleman Report. Analysts who claim that poverty explains the problems of the American school readily refer to Coleman as proof. The Economic Policy Institute’s Richard Rothstein has declared that “the influence of social class characteristics is probably so powerful that schools cannot overcome it, no matter how well trained are their teachers and no matter how well designed are their instructional programs and climates.” The campaign for a Broader, Bolder Approach to Education hints at the standard interpretation of the Coleman findings when it asserts that “poverty, which has long been the biggest obstacle to educational achievement, is more important than ever.”
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Among researchers with an understanding of the best ways to estimate causal effects on educational achievement, none would rely on the methodology used by the Coleman team to estimate the effect of schools or teachers. The stepwise regression was problematic even in the 1960s and has been totally discredited as a method for estimating causal effects in the 50 years since.
Given this, I take the Coleman Report conclusions stated above as hypotheses, not as findings. What does current evidence say about these hypotheses?
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