Roscigno, Vincent J.
Race and Reproduction of Educational Disadvantage
The Ohio State University
Examine institutional linkages and their consequences for racially disparate educational outcomes.
Journal Name or Institutional Affiliation:
Vol. 76, No. 3, pp. 1033-1061
- Significant Black-White achievement gaps in math and reading were found.
- School racial composition influences reading and math achievement and attending segregated Black school depresses achievement, even when class and family attributes are accounted for. In math, there is a 3.9 point penalty for attending a Black segregated school.
- For a 1% increase in the percentage of students receiving free or reduced school lunch, average mathematics achievement decreases correspondingly by .06 points.
- There is a 1.3 points advantage in attending a White segregated school.
- Reading scores are 2.4 points lower in Black segregated schools and 0.9 points higher in White segregated schools.
- There was no significant interaction found between student's race and the racial composition of the school the student attends.
- The advantage of attending a White school is not captured with the per pupil expenditure measure.
- Disparities in other school resources may account for these effects.
Journal Article Empirical Research
Academic Achievement, Achievement Gap, Funding, Math, Peer Effects, Racial Composition, Reading, SES, Segregation
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- The data are taken from the first follow-up of NELS (1990) in which all respondents are in 10th grade.
- Student data is matched to school and district data in the Common Core of Data (CCD).
- Drop outs, and all races other than Black and White are omitted.
- The final sample is 11,058 students in 971 schools (85.2% White and 14.8% Black).
- DV: Achievement (reading and math test scores).
- IV: Family income, parental education, a measure of cultural capital, family structure and number of siblings. Teacher expectations, track placement, student/teacher ratio, per pupil spending, school racial composition and school SES composition are also independent variables. Gender is treated as a control variable.
- Survey questions about student's peer group are included.