Abstract
Two closely intertwined controversies have dominated quantitative research on schools since the mid-1960s. The first involves the magnitude of school effects; more precisely, whether differences in the schools children attend have important consequences for their intellectual development and later social attainment. School effects researchers are still influenced by the aftershock of large-scale studies conducted by Coleman and his associates (1966), Jencks et al. (1972), and the Plowden Report (1967), which all inferred that differences among schools have insubstantial effects on children compared to the effects of differences in their home environments.
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