How are racial/ethnic diversity of the student body and racial/ethnic matching (belongingness) between children and their peers related to socioemotional and academic development after students transition into elementary school?
The K-12 Integration, Desegregation, and Segregation Archive is a searchable database holding detailed abstracts of scholarship about the relationships among school and classroom ethnic, racial, and socioeconomic (SES) composition and a range of educational outcomes from the earliest years through college. You can search it by typing in the search field above or filter it using the options in the sidebar. Abstracts are sorted by most recent publication year and primary author’s last name Read more >>
The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning
Family and Contextual Socioeconomic Effects Across Seasons: When Do they Matter for the Achievement Growth of Young Children?
School & neighborhood contexts influence on differences in children’s achievement growth during the kindergarten and first-grade years across seasons.
Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?
Assess the degree to which social context and race/ethnic composition- in neighborhoods and schools- affect the reading achievement growth of young children.
Analyze associations between the black-white and Latino-white test score gaps and changes in school minority composition.
Reanalysis and reconceptualization of the Coleman report through a 2-level hierarchical linear model.
An Organizational Perspective on the Origins of Instructional Segregation: School Composition and Use of Within-Class Ability Grouping in American Kindergartens
Investigate the degree to which racial and ethnic composition of schools is associated with use of ability grouping practices as early as kindergarten.
Examine the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions.
Teacher Credentials and Student Achievement in High School. A Cross-Subject Analysis with Student Fixed Effects
Examining the relationship between teacher credentials and student achievement in high schools, especially in the core courses taken early in a student’s high school career.
Does Moving to Better Neighborhoods Lead to Better Schooling Opportunities? Parental School Choice in an Experimental Housing Voucher Program
Understand why the children of families who participated in the Baltimore MTO program did not experience larger gains in achievement.
Develops a theoretical model of educational peer effects and then empiracally tests whether or not they exist.
Equity in Mathematics and Science Outcomes: Characteristics Associated with High and Low Achievement on PISA 2006 in Ireland
Examines student and school background characteristics associated with low and high achievement in mathematics and science on the Programme for International Student Assessment.
Extent to which neighborhoods’ % white is replicated across generations & the extent to which HS’ & colleges’ percent white mediates this relationship.
How Do School Peers Influence Student Educational Outcomes? Theory and Evidence from Economics and Other Social Sciences
Provide a description of a wide range of peer influence theories from psychologists, sociologists, and economists; proposes new theory of group contagion.
Examine the relationship between 10th grade science proficiency and school context factors related to school environment, courses, and teachers.
Analyze reports of problem behavior from teachers and administrators and see if they differ from those in integrated and non-Black schools. How does the prevalence of developmental instruction vary across schools with different racial compositions?
Evaluates the effects of three San Diego, California school choice programs on integration by race, student achievement and parental education levels.
This study examined both student and school predictors of science achievement as measured by a high-stakes state test.
Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children
This study utilizes data obtained from the NIfETy Method, child self-report data related to students’ sense of safety, and standardized test scores to better understand the relationship betweenperceived community and school safety, neighborhood violence and school performance in 3rd-5th graders in a mid-Atlantic urban school system.
Schools Without Diversity: Education Management Organizations, Charter Schools, and the Demographic Stratification of the American School System
The study explores whether these EMO-operated charter schools integrate or segregate students by four key demographic characteristics: ethnic/minority classification, socioeconomic status, disabling condition and English language facility.
Explored various kinds of individual and school compositional factors that might produce differences in students’ growth in math and eohs math.
This article investigates how Michigan’s charter school policy influences the composition of students by race and socioeconomic status in urban traditional public schools.
Using data from the National Longitudinal Study of Adolescent Health, the author analyzes how school and neighborhood contexts are jointly related to high school and college graduation.
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003
The relationship between school SES and student outcomes.
The Hidden Value of School Desegregation: Disentangling School- and Student-Level Effects of Desegregation and Resegregation on the Dropout Problem in Urban High Schools: Evidence from the Cleveland Municipal School District, 1977-1998
Examines the effect of racial desegregation on promoting power of urban high schools.
International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools
Review what research from other developed countries says regarding: ability grouping and achievement, achievement gap, etc.
Housing Policy is School Policy: Economically Integrative Housing Promotes Academic Success in Montgomery Count, Maryland
Examination of elementary school math and reading performances of public housing students from very-low-poverty to moderate-poverty level neighborhoods to determine effects of economic integration on performance.
Evaluates the effects of school choice on segregation using data from an admission reform in the Stockholm upper secondary schools.
Analyze the effects of school level inputs (including school racial and poverty composition) on North Carolina students’ reading and math achievement from 4th through 8th grade.
Examine long-term influences of high school racial composition on students’ later racial isolation in the workplace in 1994 & 2000.
Examines variation in ADHD compositional effects as a function of key school factors on reading achievement, mathematics achievement, and teacher-reported levels of externalizing behavior.
This article proposes a new method for measuring school desegregation in multiracial districts, and uses the new method to measure the desegregation effects of magnet schools in Los Angeles.
The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students
- What is the impact of school-, family-, and person-level affective or social psychological variables on math achievement for a nationally representative sample of Black high school students?
The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students.
What is the impact of school-, family-, and person-level affective or social psychological variables on math achievement for a nationally representative sample of Black high school students?
How do family characteristics, school characteristics, and individual characteristics associated with the academic trajectory of newcomer immigrant students affect their performance?
Social Reproduction of Inequality: The Racial Composition of Feeder Schools to the University of California
The extent to which there is unevenness in the rate at which individual UC campuses enroll first-time freshmen from HS that vary by racial comp.
- The authors seek to examine whether Flemish ethnic concentration in secondary schools has the detrimental effects on immigrant students’ performance as some claim.
- Is there an association between ethnic school composition and immigrant students’ intention to finish high school and their plans to move on to higher education?
Understanding the educational processes of children of immigrant specifically, and all students more broadly, as the immigrant population grows in U.S. schools.
Explores the normative and political difficulties experienced by racially diverse schools that are implementing detracking reform.
Examine the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science.
Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context
1) What are the unique effects of students’ demographic and socioeconomic characteristics, precollege academic performance, capital acquisition, and dimensions of the high school context on first year academic performance in college?
2) Do the effects of the high school context differ by students’ demographic or socioeconomic background characteristics?
How African American is the Net Black Advantage? Differences in College Attendance Among Immigrant Blacks, Native Blacks, and Whites
Investigates the reason that black high school graduates are more likely to attend college than white high school graduates, looking specifically at whether this advantage is driven by immigrant blacks who come from more privileged socioeconomic backgrounds.
Can Interdistrict Choice Boost Student Achievement? The Case of Connecticut's Interdistrict Magnet School Program
Presents evidence that interdistrict magnet schools have provided students from Connecticut’s central cities access to less racially and economically isolated educational environments; estimates impact of attending magnet school on achievement.
Discusses evidence with respect to regulated and unregulated school choice.
Social Class, School and Non-School Environments, and Black/White Inequalitites in Children's Learning
How might schools exacerbate black/white disparities in learning while simultaneously slowing the growth of social class gaps?