Author: Mickelson, Roslyn A.
Title: The Cumulative Disadvantages of First- and Second-Generation Segregation for Middle School Achievement
University Affiliation: University of North Carolina at Charlotte
Research Question: 1) What was the extent of first- and second-generation segregation in CMS middle schools as of 1997? 2) What student- and school-level factors predicted middle school track placements and achievement in reading and mathematics? 3) Do segregated minority schools and disproportionate minority lower track levels contribute to students’ achievement exclusive of other factors? 4.Do first- and second-generation segregation operate to sequentially and cumulatively disadvantage those who experience it?
Journal Name or Institutional Affiliation: American Educational Research Journal
Journal Entry: Vol. 52, No.4, Pp 657-692
Scholarship Type Journal Article Empirical Research
Keywords: Academic Achievement, Desegregation, Middle School, Segregation, Tracking
Research Designs: Survey
Method of Analysis: Multilevel Models
Sampling Frame: Grade 8 students who attended the Charlotte-Mecklenburg Schools
Sample Types: Random
Unit of Analysis: Student
Data Types: Quantitative
Data Description: The sample used in this study included 1,812 students in CMS, the sample of the school was representative of the overall demographics of the districts population. DV: End of Grade Tests (math and reading), college preparatory track. IV: Exposure to elementary segregation, middle school segregation, track placement, race, gender, family SES, effort, prior achievement, abstract and concrete attitudes towards education, school