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

Title: Majority African American Schools and Social Injustice: The Influence of De Facto Segregation on Academic Achievement

University Affiliation: Tulane University

Email: cbankst@tulane.edu

Research Question: Examines whether the racial composition of schools has an influence on individual achievement, controlling for the race of individuals and other key variables.

Published: Yes

Journal Name or Institutional Affiliation: Social Forces

Journal Entry: Vol. 75, No. 2, pp. 535-555

Year: 1996

Findings:

Scholarship Type Journal Article Empirical Research

Keywords: Academic Achievement, English, Language, Math, Racial Composition, Segregation, White Flight

Regions South

Methodologies: Quantitative

Research Designs: Survey

Method of Analysis: Regression

Sampling Frame: Black and White tenth graders in Louisiana

Sample Types: Population

Unit of Analysis: School, Student

Data Types: Quantitative-Cross Sectional

Data Description:

Relevance:

Entry Created at: 2013-03-25 19:10:40 UTC
Last Update: 2016-07-22 14:39:37 UTC

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