Armor, David J., & Watkins, Shanea
School Composition and Hispanic Achievement
George Mason University
Examine the effect of Hispanic concentration on Hispanic educational outcomes.
Journal Name or Institutional Affiliation:
Presented at the Sociology of Education Association conference
- The Texas data does not support a conclusion that Hispanic concentration harms Hispanic achievement to a significant degree.
- After controlling for socioeconomic status, the cross-sectional relationship between Hispanic concentration and achievement is either positive or very small in most states with appreciable numbers of Hispanic students.
- The study finds no significant negative relationship between Hispanic concentration and Hispanic math or reading achievement among those states with the largest Hispanic student.
- Hispanic achievement trends in predominantly Hispanic schools are not much different from the trends in majority White schools as opposed to predominantly White schools.
- The fixed effect regression analyses with lagged achievement show no statistically significant adverse impacts of Hispanic concentration on either math or reading scores in Texas.
Academic Achievement, Hispanics, Latinos, Math, Racial Composition, Reading
Secondary Survey Data
Method of Analysis:
Fixed Effects Regression Models
Schools with Hispanic students in TX & CA
Unit of Analysis:
- Data from the 2003 NAEP (tested 900 or more 8th grade Hispanic students in six states: Arizona, California, Illinois, New Mexico, New York, and Texas.
- The longitudinal analyses is done with data from Texas and California.
- Final sample with slightly less than 30,000 observations with all three elementary grades and at least two of the middle school grades.
- Estimated model is similar to Hanushek, Rivkin, 2006 and 2007.
- The study performs first a descriptive analysis of NAEP data, and the proceeds to run fixed effect models with longitudinal data.
- DV: percentage of students who are proficient in reading or mathematics
- IV: Hispanic concentration