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Sociologists of education argue that school organizational practices and climates influence students' academic outcomes. The predominant measure of school climates are aggregated student and teacher survey reports, which are diffusing into official educational statistics. Unfortunately, most studies are unable to rigorously assess the causal effects of these measures of school organization. This study does so by examining the effects of school climate experienced in grades 4-8 by different cohorts of students in Chicago Public Schools (CPS). Improvement in school climates has small positive associations with students' eighth grade test scores and null to minimal associations with students' chances of on-time ninth grade promotion and high school graduation.

Prior research using the Current Population Surveys (CPS) documents a dramatic equalization in U.S. college enrollments based on family income starting in 2014. However, the measurement of income for independent young adults is problematic; we correct for this by imputing their incomes. We complement our reanalysis of CPS data with data from the Panel Study for Income Dynamics-Transition into Adulthood (PSID-TA). Both data sets show moderate, nonsignificant reductions in the income gap in college enrollments for cohorts coming of age during and after the Recession. Extending the CPS analysis to examine inequalities during the COVID pandemic, we show more or less unchanged inequalities for the cohort coming of age in 2020. Using the PSID-TA to examine degree attainment, we again find stable income inequalities in obtaining any degree and a bachelor’s degree for pre-Recession and Recession-era cohorts.

Previous studies argued that high school resources play a modest role in students' postsecondary destinations, but they ignored schools' programmatic resources, which provide opportunities for marks of distinction, such as Advanced Placement courses, and they focused on older cohorts of high school students who entered colleges before competition over admission to selective colleges intensified in the 1980s. Analyses of data on a cohort of students who entered college in the mid-2000s suggest that programmatic and non-programmatic resources found in high schools influence postsecondary destinations and mediates the effect of family socioeconomic status on choices among 4-year colleges.

BackgroundThe US internal medicine workforce relies on international and osteopathic medical graduates to fill gaps in residency. Little is known about the distribution and impact of IMGs, DOs, and USMDs concentrating in different types of IM programs.ObjectiveDetermining the extent to which USMDs, DOs, and IMGs concentrate in different types of IM programs and comparing Board pass rates by program concentration.Design, Settings, and ParticipantsThis survey study used data from the AMA’s FREIDA database for 476 non-military IM programs in 2017–2018, and 2016–2018 ABIM exam pass rates for 388 accredited programs.MeasurementsOutcomes were (1) program concentration based on percentage of residents who were USMDs, IMGs, and DOs in 2017–2018 and (2) 2016–2018 program ABIM pass rates as proxies for program quality. Key independent variables were hospital type (community-based, community-based university-affiliated, or university-based) when program concentration was the outcome, and program concentration when Board pass rates were the outcome.ResultsTwenty-five percent of programs were “USMD-dominated,” 17% were “DO-dominated,” 42% were “IMG dominated,” and 16% were “integrated.” The chances that a university hospital was USMD-dominated were 32 percentage points higher than that for a community hospital (AME = 0.32, baseline probability = 0.11, 95% CI, 0.17–0.46, P < .001). USMD-dominated programs also had significantly higher pass rates by 4.0 percentage points (AME = 0.04, baseline proportion = 0.90, 95% CI, 0.02–0.06, P < .001) than integrated programs, while DO-dominated programs had significantly lower pass rates (AME = − 0.1, baseline proportion = 0.90, 95% CI, − 0.15 to − 0.04, P < .001).ConclusionUSMDs and non-USMDs systematically cluster in certain types of residency programs and their training may not be equal, as measured by board pass rates.

Objectives. In this analysis, we ask whether there is systematic variation in the reporting of suicide by medicolegal system and if so whether this biases estimated effects of social correlates on suicide. Methods. With cause of death records (1999—2002) and 2000 Census data, we use negative binomial regression to analyze the effects of medicolegal system on suicide and nonsuicide mortality aggregated at county of occurrence. Results. We find that elected coroners have slightly lower official suicide rates than medical examiners (MEs; all of whom are appointed) and appointed coroners. In addition, we find that omitting medicolegal system does not bias estimates of the social determinants of suicide. Conclusion. Contrary to arguments that MEs' greater scientific training makes them more likely to underreport suicides, we conclude that appointed death investigators (MEs and appointed coroners) underreport suicide to a lesser degree than elected coroners, who are subject to greater public pressures that result in the misclassification of suicides.

Despite extensive research on multiracial youth in recent years, to date, no empirical studies have analyzed how racial context may affect biracial adolescents' sense of belonging in a social institution beyond families. In this study, we examine how the racial makeup of the student body affects self-identified biracial adolescents' school attachment. Using data from the National Longitudinal Study of Adolescent Health, we find that the proportions of white or black students in school significantly affect the school attachment of Hispanic/black, Asian/black, and American Indian/black biracial adolescents, but school racial composition in general has little influence on biracial adolescents with a partial-white identification (i.e., black/white, Hispanic/white, Asian/white, and American Indian/white). Our analyses also show that on average, students of most biracial groups display lower school attachment than their corresponding monoracial groups, but the differences from the monoracial groups with the lower school attachment are generally small. We discuss the implications of our findings for biracial adolescents' perceived racial boundaries and contemporary American race relations.

Objective. To examine the effects of the concentration of Latino students in elementary schools on Latino first graders' test scores, and to determine if the effects vary by children's nativity status. Methods. We use generalized estimating equations (GEE) on a sample of Latino first graders from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 (ECLS-K). Results. For math and reading, Latino concentration in schools improves students' first grade test scores for Latino children of immigrants, but it has no effect for Latino children of U.S.-born parents. For general knowledge test scores, Latino concentration has no effect for children of immigrants and has a deleterious impact on the scores of children of U.S.-born parents. We also show no effect of Latino concentration on the scores of white children of U.S.-born parents. Conclusions. The results suggest that Latino concentration in elementary schools promotes educational outcomes for children from Latino immigrant families, but Latino families headed by U.S.-born parents do not benefit from coethnic concentration, which is in accordance with expectations derived from assimilation theories.

Elevated inflammatory activity is one possible pathway through which exposure to childhood adversity engenders risk for physical and psychiatric illnesses. Limited research has investigated the compounding effects of childhood and adolescent stress exposure on changes in circulating levels of inflammatory biomarkers. This study assessed whether childhood adversity interacted with chronic or acute stress during adolescence to affect the temporal trajectories of five inflammatory biomarkers across at least three blood draws in a diverse sample of adolescents (N = 134; observations = 462). Using multilevel modeling, the interaction of childhood adversity, time, and within-person variance of acute stressors significantly predicted trajectories of higher interleukin-10 levels, controlling for demographics, medication use, and body mass index. Adolescents with high levels of childhood adversity who were exposed to a higher frequency of acute stressors compared to their own average rate of stress exposure consistently had higher levels of IL-10 as they got older, but those with average and below frequency of acute stressors had decreasing trajectories of log IL-10 as they matured. The results demonstrate how events early in life shape biological responses to the adolescent environment. This study also highlights the importance of developmental timing on the body’s enhanced reactivity to acute and sustained stressors following childhood adversity.

This article explores gender and class exclusion among college students. The authors use qualitative data to explore how students talk about gender and class exclusion and quantitative data to model patterns of exclusion within the Greek system. The Greek system serves as a site for social reproduction. Students constructed young women as elitist and prone to class exclusion, while typifying young men as unconcerned with such matters. Quantitative analyses complicate these findings. Within the Greek system, women are less exclusive than alleged and men more so. This discontinuity may reflect gender stereotypes and gender differences in the embodiment of social class. The authors argue that these patterns reinforce male privilege through the assertion that they are not engaged in social class exclusion while lacing undue blame on women as agents of class reproduction.