Expanding the Understanding of School Concentrated Disadvantage Using Free and Reduced-Price Meals Data: Links to College and Labor Market Outcomes in Maryland

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      29
    • Education Level:
      Secondary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Economically Disadvantaged; Eligibility; Low Income Students; Secondary School Students; College Enrollment; Institutional Characteristics; Labor Market; Racial Differences; Ethnicity; At Risk Students; Minority Group Students; Poverty; Employment Level; Wages; Academic Achievement
    • Subject Terms:
      Maryland
    • Accession Number:
      10.1080/10824669.2022.2045994
    • ISSN:
      1082-4669
      1532-7671
    • Abstract:
      School concentrated disadvantage has been linked to poorer academic achievement and psychosocial functioning in prior research. The current study expands upon prior examinations of school concentrated disadvantage by applying a measurement approach first described by Michelmore and Dynarski in 2017, where eligibility for free and reduced-price meals (FRPM) is examined over time and the duration of eligibility serves as the key indicator of student disadvantage. We used data from a linked longitudinal administrative data system in Maryland, and we measured disadvantage using the proportion of years a student was eligible for FRPM between 6th and 12th grades (see ref. Michelmore & Dynarski). This measure was aggregated to the school level to measure school concentrated disadvantage. We found that school-level concentrated disadvantage was uniquely, and more strongly related to college enrollment than individual student-level disadvantage. However, early labor market outcomes tended to be more strongly linked to race/ethnicity than experiences with disadvantage. We highlight the need for additional targeted resources for students in schools with high concentrations of disadvantaged students.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1386426