Schiff, Jorden, Firestone, William, & Young, John
Organizational Context for Student Achievement: The Case of Student Racial Compositions
Readington Township Public Schools
Exploring the relationship between school desegregation (race, SES, and school racial compostion) and student achievement and self-concept.
Journal Name or Institutional Affiliation:
Paper presented at American Educational Research Canada, April 1999
- Student SES most powerful factor in explaining math and reading achievement
- Self-concept scores of African American students are the highest in racially isolated schools
- Schools with higher minority enrollment have lower the student achievement
- Achievement does not begin to decline until the minority exceeds 20%.
- School desegregation appears to help African American students without harming White students.
- When controlling for other variables, school racial composition has an independent effect on reading and mathematics achievement. However, this effect is curvilinear for White students suggesting that desegregation can contribute to the achievement of African-American students without harming White students.
Academic Achievement, Achievement Gap, Desegregation, Math, Racial Composition, Reading, Second-generation Segregation, Self-Esteem, Tracking
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- Data from first wave of NELS 1988 (8th graders).
- Sub sample of NELS 88 then smaller sample with certain characteristics (non-Hispanic, completed math and reading tests) answer self-concept questions, etc.
- Used a two-stage stratified probability design.
- Only African-American, non-Hispanic and White, non-Hispanic students were included in the study.
- 17,598 within 1,000 schools remain. 16% African American and 84% White.
- Variables: self-concept, student achievement in math and reading, school racial composition.
- DV: Student achievement in math (40-item test) and in reading (21-item test), self-concept (composite of the self-concept items that appeared on the student survey: 1) I feel good about myself, 2) I feel I am a person of worth, the equal of other people, 3) I am able to do things as well as most other people, 4) on the whole I am satisfied with myself, 5) I certainly feel useless at times, 6)at times I think I am no good at all, 7) I feel I do not have much to be proud of
- IV: SES, school racial composition