Author: Caldas, Stephen J., & Bankston III, Carl

Title: The Inequality of Separation: Racial Composition of Schools and Academic Achievement

University Affiliation: Manhattanville College, Tulane University

Email: stephen.caldas@mville.edu

Research Question: 1. Do African American students show significantly lower scores than other students on the Graduation Exit Examination (GEE)? 2. If they show lower scores, can differences in scores on this examination be explained by the SES of the family (as reflected by the occupational prestige and education of parents)? 3. Does the proportion of African Americans in a school tend to raise or lower the examination scores of students in general, controlling for the socio-demographic characteristics of individual students? 4. Can the effect of racial composition of schools be explained by family socioeconomic background of schoolmates? 5. Does the racial composition of schools affect African American and White Students achievement differently? What is the relative importance of these factors as between-school verses within-school determinants of academic achievement?

Published: Yes

Journal Name or Institutional Affiliation: Educational Administration Quarterly

Journal Entry: Vol. 34 No. 4 pp. 533-557

Year: 1998

Findings:

Scholarship Type Journal Article Empirical Research

Keywords: Academic Achievement, Achievement Gap, Classroom Composition, Racial Composition, SES Composition

Regions South

Methodologies: Quantitative

Research Designs: Secondary Data

Method of Analysis: Descriptive Statistics

Sampling Frame: 10th graders in Louisiana in 1989 and 1990

Sample Types: Population

Unit of Analysis: School, Student

Data Types: Quantitative

Data Description: -

Relevance:

Entry Created at: 2016-06-18 18:50:20 UTC
Last Update: 2017-06-19 19:31:34 UTC

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