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From: "Heungsun Hwang, Dr." heungsun.hwang@mcgill.ca Subject: FW: [POPCENTRE] Social Statistics and Population Dynamics Seminar - Stephen W. RAUDENBUSH, Oct. 11, 2017 Date: October 5, 2017 at 11:29:37 AM GMT-4 To: "ftfaculty@psych.mcgill.ca" ftfaculty@psych.mcgill.ca

Dear all,

This talk might interest some of you. Yes, this is the Raudenbush, although the talk sounds more substantive rather than multilevel/statistical.

Thanks, Heungsun

From: "Geneviève Brunet-Gauthier" <genevieve.brunet-gauthier@MCGILL.CA mailto:genevieve.brunet-gauthier@MCGILL.CA> To: "POPCENTRE@LISTS.MCGILL.CA mailto:POPCENTRE@LISTS.MCGILL.CA" <POPCENTRE@LISTS.MCGILL.CA mailto:POPCENTRE@LISTS.MCGILL.CA> Subject: [POPCENTRE] Social Statistics and Population Dynamics Seminar - Stephen W. RAUDENBUSH, Oct. 11, 2017

If you would like to meet with Stephen W. Raudenbush http://home.uchicago.edu/sraudenb/, please fill in the doodle: https://doodle.com/poll/82qsnfts48zuqr25 https://doodle.com/poll/82qsnfts48zuqr25

ABSTRACT: Some New Theory and Evidence on Neighborhood Segregation, Schooling, and Inequality* Stephen W. Raudenbush, University of Chicago

Over the past 60 years, two studies have strongly shaped thinking about neighborhoods, families, schools, and social inequality. Equality of Economic Opportunity, by James Coleman and colleagues (1965), showed that family differences are far more predictive of educational outcomes than are school differences. The Truly Disadvantaged by William Julius Wilson (1979) explained how de-industrialization, racial inequality and civil rights legislation combined to intensify the concentration of disadvantage in segregated neighborhoods of US cities, with devastating effects on low-income families and children. Many social scientists have concluded from these and related studies that school improvement can have little effect on inequality in a world where enduring neighborhood and family inequality constrain the life chances of low-income children. In this talk, I will present new theory that explains a) why low-income children benefit more from early schooling than do high-income children; b) why this equalizing effect diminishes with child age; and c) why elementary school improvement can be a powerful strategy for reducing inequality. Empirical evidence on the expansion of schooling supports this theory. Next, I will share new evidence from two randomized trials that illustrates the potential power of ambitious pre-school and elementary school reform to promote the mathematics and reading achievement of low-income minority children. Desegregation of neighborhoods and schools is not necessary to produce these effects, which have theoretical implications for improving the health and well-being of children born in poverty.

*This talk by Stephen W. Raudenbush at McGill University, October 11, 2017, is based heavily on the following publications: Raudenbush, S. W. and Eschmann, R. D., (2015) Does schooling increase or reduce social inequality? Annual Review of Sociology, Vol. 41: 443-470. McGhee-Hassrick, E., Raudenbush, S.W. and Rosen, L. (2017). The Ambitious Elementary School: Its Conception, Design, and Contribution to Educational Equality. (Ed.) University of Chicago Press.