American Indian Public Charter ranks fifth among all middle schools in California, with the top four serving more
affluent student bodies.
Schools with more
affluent student bodies tend to produce high test scores.
Meanwhile, the gap between advantaged and disadvantaged students is remarkably similar between schools with comparatively
affluent student bodies and those with comparatively disadvantaged student bodies.
On the PARCC test, for example, School Without Walls — a selective DCPS school with a relatively
affluent student body — saw 97 % of its students reach the «college and career ready» bar in English and 76 % in math.
For example, Bromwell — which serves a 75 % white, 95 %
affluent student body — did not meet expectations on the DPS academic gaps indicator, specifically for students of color (Bromwell doesn't serve enough other student groups to be rated on their work serving them — perhaps that is the bigger inequity).
Not exact matches
There is little pressure to improve academic performance when the
student body by dint of having
students from
affluent, well educated, stable families will perform very well even with mediocre academic instruction at school.
A significant
body of literature also points to differences in access to reading materials by
students from low - income families in comparison to their more
affluent peers (Allington & McGill - Franzen, 2008).
Philanthropic foundations that support education causes are interested in serving as many poor and minority children as possible; when 30 % to 40 % of a
student body is made up of white or
affluent students, the school is deemed suspect, as reform - minded foundations see such programs as «wasting» a third of their seats.
Don't forget that in many urban areas there are clusters of
affluent families able to access high performing schools, while others»
student bodies include concentrations of the poorest families, for example.