Armor, David J., & Watkins, Shanea
School Segregation and Black Achievement: New Evidence from the 2003 NAEP
George Mason University
Studies the relationship between racial composition and achievement using the 2003 and 2005 NAEP data.
Journal Name or Institutional Affiliation:
George Mason University School of Public Policy
- National results show no segregation effects for reading and modest effects for math. However, very complex patterns emerge for individual states, with some states showing no segregation effect and others showing large effects.
- School desegregation does not appear to be a formula for closing the achievement gap if controlling for SES.
- Black segregation has a larger impact on Black students than White students.
- Black segregation effects are not an impediment to Black achievement gains.
- There is an association between racial composition and academic achievement for all races, at grade levels, and for all tests.
- Differences in accountability do not explain state variation in Black segregation effects.
- There is no relationship between accountability and Black segregation effects.
- Data are not consistent with an intrinsic harm arising from high concentrations of Black peers (although strong Black segregation effects in certain states cannot be explained with data at hand).
- It is more likely due to some type of idiosyncratic school organization and demographic features that influence the distribution of students across schools.
Academic Achievement, Accountability, Math, Racial Composition, Reading, SES
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- 2003 NAEP data on teacher and students characteristics national and for cities with high Black concentration. Also uses NAEP 2005 data , to incorporate some analysis of changes in state and scores between 2003 and 2005 in order to help interpret the relationship between accountability and state variations in Black segregation effects.
- Study has several different analyses: (1) basic graphs of the relationship between Black segregation and SES-adjusted math achievement (2) figures showing relationship between 8th grade reading achievement and Black segregation (3) figure examining association between black segregation and Black 4th grade reading and math scores. (4) Joint effects of Black segregation and concentrationof poverty (measured as percentage of students eligible for free lunch). (5) - DV: 8th grade math/reading, - IV: reading items, computer, free lunch, limited English, mom