| 0:00:16 | this article the files socioeconomic segregation |
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| 0:00:19 | and american high schools |
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| 0:00:21 | in how the show socio economic compensation |
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| 0:00:25 | of the high school impacts attainment |
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| 0:00:29 | i define attainment as high school graduation and subsequent coloured enrollment needed to be coloured |
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| 0:00:36 | involvement or more your card involvement |
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| 0:00:40 | the main you find in as that the socio economic composition of the high school |
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| 0:00:45 | impacts attainment |
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| 0:00:46 | both high school graduation |
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| 0:00:48 | and calendar norm |
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| 0:00:53 | there's to theoretical components in one is no why does this matter white of the |
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| 0:00:58 | socio economic composition of the high school impact it and so i looked at two |
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| 0:01:03 | different possible there is one thing we focus is on here influences |
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| 0:01:09 | and most of social economic high school if you tend to come from both of |
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| 0:01:14 | social economic family backgrounds the current turn to have a lower level the education income |
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| 0:01:19 | occupational status and so your peers may drop off and you any influence your various |
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| 0:01:24 | different education to see so that would one theory we looked at |
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| 0:01:29 | and a secondary was to fax |
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| 0:01:32 | and that there is that in most social economic high schools tend to be a |
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| 0:01:38 | less rigorous academic curriculum and things like that we considered to be used to influences |
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| 0:01:44 | aside from peer what i found was |
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| 0:01:47 | here influences one word |
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| 0:01:50 | of those two different influences |
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| 0:01:53 | school tax didn't matter having a more rigorous curriculum having a strong academic focus |
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| 0:01:59 | did improve the probability that student would attend college |
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| 0:02:05 | and it did we use the impact of social economic compensation |
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| 0:02:09 | but here want to what parts longer than one |
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| 0:02:13 | so we can correct the problem of attending a little as ts school without considering |
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| 0:02:22 | remixed in the student population so that a more equal in terms of scs |
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| 0:02:28 | remixed in the students is somewhat problematic because the structural characteristics that define what school |
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| 0:02:34 | what public school a child what ten |
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| 0:02:38 | typically this neighbourhood boundaries there is that when tested bound and in order to equalize |
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| 0:02:44 | schools at least make them more each one from the socio economic status |
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| 0:02:49 | we have to consider all the way the fist women in students to schools |
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| 0:02:54 | then the current bound |
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| 0:02:57 | no remedy would be to focus low income housing developments and higher stsa neighbourhood |
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| 0:03:07 | and that would have a long-term consequence and balance in schools that yes |
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| 0:03:13 | in terms of how what it could be expected of probably correct the matter know |
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| 0:03:18 | what is a realistic in terms of being one piece to couldn't along with turn |
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| 0:03:22 | a have you know in impact yes i think it is realistic this after to |
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| 0:03:26 | do that already but |
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| 0:03:27 | we could ramp better put up by |
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