Ryabov, Igor, & Van Hook, Jennifer
School Segregation and Academic Achievement Among Hispanic Children
Bowling Green State University
The effects of race and class composition on Latino student's academic achievement/extent to which compositional effects vary by generational status.
Journal Name or Institutional Affiliation:
Social Science Research
Vol. 36, No. 2, pp. 767-788
- Socioeconomic composition of the school but not racial composition is an important predictor of AHPVT test scores of Latino adolescents. The findings vary by generational status in the case of GPA.
- School SES has a positive effect and school minority composition has a negative effect on grades only in the case of foreign-born Latinos.
- Although GPA and AHPVT scores vary significantly by generational status and ethnicity, these achievement differences are better explained by family background than by variations in school composition.
- High levels of social capital in immigrant families help buffer children from the disadvantages with the schools they attend.
- One of the most effective ways to increase academic performance and lower drop-out rates of native Latino adolescents is to place them in an environment with other children who want to gain educational skills and whose families encourage them to learn.
Journal Article Empirical Research
Academic Achievement, Hispanics, Latinos, SES, Segregation, Social Capital
Secondary Survey Data
Method of Analysis:
Unit of Analysis:
- 1995 National Longitudinal Study of Adolescent Health (Add Health). The final sample includes only Hispanics (N=4,066) from 132 schools.
- Sample includes only Hispanics.
- DV: Academic achievement is measured by the GPA and add health picture vocabulary test (AHPVT) score.
- IV: school composition (percentage of Hispanic and Black students, aggregated from person-level cases within each school), ethnic origin, immigrant generation status, individual level controls (Spanish spoken at home, extracurricular activities, age, sex), SES (family income, parents' education), family structure (single-parent household, non-apparent household, large household), family social capital (parents' educational expectations, parents' limit setting, parents' supervision).