|Benner, Aprile D., & Crosnoe, Robert
||The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning
|Borman, Kathryn, McNulty, Tamela, Eitle, Michael, Deanna, Eitle, David, Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deidre, Dorn, Sherman, & Shircliffe, Barbara
||Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools
|Burris, Carol Corbett, Heubert, Jay P., & Levin, Henry M.
||Accelerating Mathematics Achievement using Heterogeneous Grouping
|Dar, Yehezkel, & Resh, Nura
||Classroom Intellectual Composition and Academic Achievement
||The Variable Effects of High School Tracking
|Gamoran, Adam, Nystrand, Martin, Berends, Mark, & LePore, Paul C.
||An Organizational Analysis of the Effects of Ability Grouping
|Goldsmith, Pat Rubio
||Coleman Revisited: School Segregation, Peers, and Frog Ponds
|Jacobsen, Rebecca, Frankenberg, Erica, & Lenhoff, Sarah Winchell
||Diverse Schools in a Democratic Society: New Ways of Understanding How School Demographics Affect Civic and Political Learning
|Kulik, Chen-Li, & Kulik, James
||Effects of Ability Grouping on Secondary School Students: A Meta-analysis of Evaluation Findings
||Race, Racial Concentration, and the Dynamics of Educational Inequality Across Urban and Suburban Schools
|Mickelson, Roslyn A.
||The Cumulative Disadvantages of First- and Second-Generation Segregation for Middle School Achievement
|Mickelson, Roslyn A.
||Subverting Swann: First- and Second Generation Segregation in the Charlotte-Mecklenburg Schools
|Oakes, Jeannie, & Guiton, Gretchen
||Matchmaking: The Dynamics of High School Tracking Decisions
|Palardy, Gregory J.
||High School Socioeconomic Segregation and Student Attainment
||High-Stakes Accountability and Equity: Using Evidence from California's Public Schools Accountability Act to Address the Issues in Williams v. State of California
|Ready, Douglas D., & Wright, David L.
||Accuracy and Inaccuracy in Teachers' Perceptions of Young Children's Cognitive Abilities: The Role of Child Background and Classroom Context
|Rumberger, Russell W., & Palardy, Gregory J.
||Test Scores, Dropout Rates, and Transfer Rates as Alternative Indicators of High School Performance
||Faculty Desegregation and Student Achievement
|Slavin, Robert E., & Madden, Nancy A.
||School Practices that Improve Race Relations
|Webb, Noreen, Mari Nemer, Kariane, & Zuniga, Stephen
||Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students' Science Assessment Performance
|Webb, Noreen, Nemer, Kariane, Chizhik, Alexander, & Sugrue, Bredna
||Equity Issues in Collaborative Group Assessment: Group Composition and Performance