– Overall, 68% of students in the kindergarten sample and 69% of first grade students were assigned to teachers who share their ethno-racial identity.
– Overall, 38% of kindergarten and 71% in first-grade classes use ability grouping for reading.
– 27% of African American kindergartners were placed in low ability groups compared with 25% of Latino/a kindergartners and 18% of White kindergarten students.
– Around 44% of African American and 46% of Latino/a first graders were placed in low ability groups compared with 37% of White first graders.
– Having a same-race teacher has no direct and independent effect on student placement in higher ability groups in the kindergarten.
– By first grade, placement with same-race teachers has a strong positive and significant effect on Latino/a students’ ability group placement and a marginally positive effect on African American students’ ability group placement.
– Once previous ability group placement is controlled for, placement with same-race teachers continue to be a positive and significant predictor of Latino/a students’ ability group placement in the first grade.
– Teachers’ perceptions about students’ learning abilities are influenced to a certain extent by student–teacher ethno-racial congruence resulting in significant postive effects on higher group placements in kindergarten and first grade.
– Both African American and Latino/a students are significantly less likely to be placed in higher reading ability groups compared with White students.
– Male kindergartners are significantly less likely to be placed in higher ability groups.
– The higher the percentage of African American students in class, the more likely students will be placed in higher ability groups.
– Students from higher SES are more likely to be placed in higher ability groups. However, as the average classroom SES increases, students are significantly less likely to be placed in higher ability groups.
Current Selections
ClearStudent–Teacher Ethno-Racial Matching and Reading Ability Group Placement in Early Grades
Academic Performance of African American High School Students Related to Socioeconomic Status and School Size
– There was a negative correlation between school level SES and reading at -.50, -.44 for mathematics, and -.35 for science performance.
– There was a positive correlation between school size and reading at .10, .01 for mathematics, and .07 for science performance.
– School level SES and school size had significant impact on school
performance in reading.
– School level SES had significant impact on school performance in mathematics.
– School level SES and school size had significant impact on school performance in science.
Decomposing the Racial Gap in STEM Major Attrition: A Course-Level Investigation
This paper examines differences in STEM retention between minority and non-minority
undergraduate students. It examines the role of ability in the switching decision and timing, they estimate STEM and non-STEM ability, and then compare the joint distribution of students who switch out of STEM versus STEM stayers.
School Choice, Racial Segregation, and Poverty Concentration: Evidence from Pennsylvania Charter School Transfers
1)To what extent are students and schools affected by movement between charter schools and traditional public schools (TPS)? 2) Are student transfers from TPS to brick and mortar (B&M) charter schools associated with increasing racial isolation? How does this vary by geography? 3) Are student transfers from TPSs to charter schools associated with increasing exposure to low-income students? 3) How does this vary by geography? 4) What are the demographic characteristics of the TPSs from which cyber students transfer?
Factors Influencing Black Males' Preparation for College and Success in STEM Majors: A Mixed Methods Study
1) What specific factors influence Black males’ preparation for college? 2) What specific factors influence Black males’ success in STEM fields?
Effects of Student Body Racial and Ethnic Demographics on Community College Student Persistence: A Correlational Inferential Study
1) What is the effect of racial and ethnic community college student body composition on student persistence? 2) Does the racial and ethnic composition of a community college’s student body have differential effects on the persistence of students from different racial and ethnic groups? 3) What is the effect of racial and ethnic student body composition on student academic and social engagement?
Intersectionality and STEM: The Role of Race and Gender in the Academic Pursuits of African American Women in STEM
What role do the intersection of race and gender play in the academic pursuits of African American women in the STEM field of computing sciences?
Classroom Composition and Racial Differences in Opportunities to Learn
How much variation is there in topic coverage and use of instructional tasks among advanced mathematical courses with the same title? To what extent is there classroom level variation and conditioning on classroom level minority composition for courses of the same title?
Only Here for the Day: The Social Integration of Minority Students at a Majority White High School
Seeks to understand how integration within the same school may be experienced differently by males and females, as this may potentially lead to gender variation in how students approach future integrated situations
The Geography of Inequality: Why Separate Means Unequal in American Public Schools
Examines what kinds of schools children of different races and ethnicities are attending and how various school characteristic are associated with overall school performance.
Hate Crimes on Campus: Racial/Ethnic Diversity and Campus Safety
Examines whether the racial/ethnic diversity of a college or university is related to the rate of racially/ethnically motivated hate crimes on campus.
Coleman Revisited: School Segregation, Peers, and Frog Ponds
Investigates whether peer effects are the reason that students from minority-concentrated schools attain less education than students from white-concentrated schools.
Racial/Ethnic Disparities in Collegiate Cognitive Gains: A Multilevel Analysis of Institutional Influences on Learning and its Equitable Distribution
Addresses whether racial/ethnic inequalities in academic performance that are present at college entry are moderated, exacerbated, or maintained during college and whether institutional attributes are associated with student learning.
Academic Achievement Among STEM Aspirants: Why Do Black and Latino Students Earn Lower Grades Than Their White and Asian Counterparts?
Identify the institutional and student-level characteristics that significantly impact the cumulative GPA of graduating seniors, in particular those graduating seniors who entered college with an interest in majoring in STEM.
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?
Examining the STEM Educational Pipeline: The Influence of Pre-College Factors on the Educational Trajectory of African American students
1) What pre-college factors predict African-American students’ decision to engage in post-secondary education? 2) What pre-college factors predict African-American students’ decision to major in a STEM field? 3) What pre-college factors predict STEM degree attainment among African American students?
Legal Rights, Local Wrongs: When Community Control Collides with Educational Equity
Explores the normative and political difficulties experienced by racially diverse schools that are implementing detracking reform.
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.
Profiles of Urban, Low SES, African American Girls' Attitudes Toward Science: A Sequential Explanatory Mixed Methods Study
What are the urban, low SES, African American girls’ attitudes toward science and science
learning? What aspects of their experiences and understandings contribute to differences in attitudes?
Ability Grouping Practices in Elementary School and African American/Hispanic Achievement
Examines the impact of ability grouping practices on the achievement gains among African Americans and Hispanics during elementary school.
Both Sides Now: The Story of School Desegregation's Graduates
Firsthand account by Blacks, Whites, and Latinos who graduated in 1980 of how desegregation affected them during high school and later in life.
Changes in Families, Schools, and the Test Score Gap
Examination of several family and schol-based explanations for test score differences between African American and White students in mathematics over thirty years.
The Role of Inequality in Teacher Quality
Examining how the exposure of White and Black students to higher quality teachers has changed over fifteen years.
What We've Learned About Stalled Progress in Closing the Black-White Achievement Gap
Examines a number of phenomena that might plausibly fit the cited criteria for contributing to the narrowing or expansion of the Black-White test score gap.
Can Gaps in the Quality of Early Environments and Noncognitive Skills Help Explain Persisting Black-White Achievement Gaps?
Examination of whether or not early childhood environments and cognitive development/achievement skills influence the Black-White achievement gaps.
Inequality and Black-White Achievement Trends in the NAEP
Examining how recent changes in economic inequality and related social dimensions of inequality relate to trends in Black-White test score gaps. Links between inequality and black-white achievement trends for nine-years-olds are analyzed.
Can Reducing School Segregation Close the Achievement Gap?
How do racially diverse schools affect student achievement?
Full-Day Versus Half-Day Kindergarten: In Which Program Do Children Learn More?
- Do young children who attend public schools that offer full-day kindergarten programs learn more over the school year, in terms of achievement in the domains of literacy and mathematics, than their counterparts who attend schools with half-day programs?
- Are the learning benefits associated with enrollment in public schools offering full-day or half-day kindergarten different for schools of varying academic composition or in schools with different social compositions?
Racial Transformation and the Changing Nature of Segregation
Examines patterns of segregation in US schools through the 2003-2004 school year.
College Access, K-12 Concentrated Disadvantage, and the Next 25 Years of Education Research
Present method to understand concentrated disadvantage in K-12. Explore link between K-12 and college access. Examine concentrated disadvantage by race.
Desegregation and Black Dropout Rates
Whether desegregation plans of the last 30 years benefited Black and White students in desegregated school districts.
School Desegregation and the American Dream
An examination of desegregation as a way to see how conflicts over the American dream have played out in America’s schools.
The Evolution of School Desegregation Plans Since 1954
An examination of school desegregation plans since 1954.
Teacher-Student Interactions and Race in Integrated Classrooms
Are Black and White students treated differently by White teachers on the basis of race in integrated classrooms?
Segregated Placement Patterns of Students with Disabilities in Three States
Examine the placement patterns in three states that place nearly half of their students with disabilities in separate classrooms.
School Racial Composition and Black College Attendance and Achievement Test Performance
What are the processes by which different methods of desegregation affect different types of students on different kinds of outcomes?