Mickelson, Roslyn A.
Segregation and the SAT
University of North Carolina Charlotte
Analyzes how organizational features of school racial composition and tracks influence student's opportunities to learn material covered on the SAT.
Journal Name or Institutional Affiliation:
Ohio State Law Journal
Vol. 67, No. 1
- Both forms of segregation (first-generation and second-generation) negatively affects SAT scores.
- Racially imbalanced High School tracks affect SAT scores.
- High School track were one of the most important influences on SAT outcomes.
- After controlling for difference in family background, gender, effort, peer group influences, and prior achievement, there was a relationship with student's race and track placement. Blacks were more likely than otherwise similar Whites to be enrolled in lower tracks.
- The more time students spent in segregated Black elementary schools, the less likely they were to be assigned to higher track classes in High School, all else being equal.
- Black-White race gap in SAT scores reflects variations in opportunities to learn that are associated with the racial composition of schools and classrooms in which students learn.
- School sponsored opportunities to prepare for the SAT that vary with a school's racial composition were more subtle indicators of White privilege in CMS.
- Students from higher socioeconomic backgrounds and those with cultural capital earn higher SAT scores.
- Prior achievement, college-oriented peers, and optimistic attitudes about education’s role in one’s future all have positive effects on SAT scores.
- Self-reported effort and abstract attitudes have no effect.
Journal Article Empirical Research
Achievement Gap, Desegregation, High School, Racial Composition, SAT, Segregation, Tracking
Method of Analysis:
Unit of Analysis:
- Data from an eighteen-year (1987-2002) multimethod case study of educational reform in North Carolina’s Charlotte-Mecklenburg School District
- High School Student Survey 1833 High School seniors surveyed in 1997.
- CMS principal Survey Data in 1999.
- Interviews with Principals: telephone interviewed with purposively selected principals.
- Interviews with students, parents and educators. 160 students, their parents , teachers and counselors.
- DV: SAT total battery score
- IV: School-level segregation (the percentage of Black students in the respondent’s high school and the percentage of the respondent’s elementary education that took place in segregated Black schools; Classroomlevel segregation is operationalized using the track level of the respondent’s twelfth-grade English class), race, gender, family background, cultural capital, effort, prior achievement, % peers going to college, concrete attitudes, abstract attitudes, college track,