Can Reducing School Segregation Close the Achievement Gap?
How do racially diverse schools affect student achievement?
Journal Name or Institutional Affiliation:
University of Virginia Press
Lessons in Integration, Pp 74-97
- Black and Hispanic students were highly segregated between and within schools, with the former more severe than the latter.
- This segregation experienced little change between 1992 and 1996, though Hispanic segregation did increase slightly.
- Racial achievement gaps also changed very little between 1992 and 1996.
- There is a systematic relationship between racial segregation and the mathematics achievement gap.
- States with a higher degree of between-school segregation have significantly larger between-school achievement gap for both Blacks and Hispanics.
- Within-school Black-White segregation is not significantly related to the Black-White achievement gap.
- Within- school Hispanic-White achievement gap is significantly related to the Hispanic-White achievement gap.
Achievement Gap, African American, Hispanics
Secondary Data, Survey
Method of Analysis:
Eight grade students
Unit of Analysis:
- NAEP standardized test in math in 1992 and 1996 - Contains information on over 30,000 students in over 1,000 schools in 35 states
- - DV: achievement on math NAEP assessment
- - IV: between-school Black-White segregation (extent to which the percentages of Black and White students in each school match the corresponding statewide percentages), within-school Black-White segregation (measured as the segregation of White and Black students among different types of mathematics classics within the same school, and the extent to which the proportions of Black and White students in each classroom reflect the schoolâ€™s racial composition)