Mahard, Rita, & Crain, Robert L.
Research on Minority Achievement in Desegregated Schools.
University of Michigan
Analyze research on minority achievement in desegregated schools by separating genuine effects of desegregation from the false effects.
Journal Name or Institutional Affiliation:
Temple University Press
The Consequences of School Desegregation, Chapter 4, pp. 103-125
- Duration of segregation made no difference.
- Age at which desegregation began made a very important difference. Beneficial effects of desegregation take place during very earliest ages. The lower the grade of 1st desegregation the higher the achievement effect.
- Estimate of achievement gains was about 1/3 of a standard deviation.
- Methodological factors made an important difference in the study of desegregation.
- Little has been done on Hispanics.
- Metropolitan studies show the strongest effects of desegregation achievements. "Critical Mass'.
- Segregated and desegregated schools convey different messages to minorities students, messages that shape their expectations of fail to lead to purposive behavior directed at the realization of specific, culturally valued goals.
- Desegregation enhances IQ tests as much or more than it does achievement test scores.
Chapter in Book
Academic Achievement, Culture, Desegregation, Expectations, Outcomes
Method of Analysis:
Studies of desegregation
Unit of Analysis:
- 93 studies that measured the impact of desegregation on minority achievement. Special effort to look at the effects of desegregation on Hispanic students.
- The authors recorded a variety of dates- when the students were desegregated, when they were posttested, and when they were pretested. To determine the number of years they had spent in segregated schools before beginning desegregation and the duration of desegregation at the time achievement effects were estimated.
- Ranked 7 strategies of methodologies (purpose of separating genuine effects of desegregation from the false effects created by the methodological decisions made). 1) randomized experiments 2) segregated Black as a control group 3) but do not randomly assign some students to desegregated and other s to segregated schools 4) cross-sectional studies with segregated Black student control groups. 5) cohort designs 6) all Black desegregated compare with Whites on same community. 7) Black students compare to national norms.