– 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
The Intersection of School Ethnic Composition and Structure: Predicting Social and Academic Outcomes Among Latino Students
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Research Question 1: How is school ethnic composition, as measured by the proportion of same-ethnicity peers in a school and school ethnic diversity, related to social and academic outcomes among Latino students?
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Research Question 2: Does the relation between school ethnic composition and social and academic outcomes among Latino students depend on other characteristics of the school context?
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Research Question 3: Does the relation between school ethnic composition and social and academic outcomes among Latino students depend on the characteristics of students?
The Cumulative Disadvantages of First- and Second-Generation Segregation for Middle School Achievement
1) What was the extent of first- and second-generation segregation in CMS middle schools as of 1997? 2) What student- and school-level factors predicted middle school track placements and achievement in reading and mathematics? 3) Do segregated minority schools and disproportionate minority lower track levels contribute to students’ achievement exclusive of other factors? 4.Do first- and second-generation segregation operate to sequentially and cumulatively disadvantage those who experience it?
Comparing Composition Effects in Two Education Systems: The Case of the Belgian Communities
What factors explain the achievement gap between Belgiums two major linguistic communities : French and Dutch ?
Why Racial Integration and Other Policies Since Brown v. Board of Education Have Only Partially Succeeded at Narrowing the Achievement Gap
Reviews previous literature to investigate why the achievement gap continues despite desegregation efforts.
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.
Race and Cultural Flexibility Among Students in Different Multiracial Schools
Examine the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions.
A Crisis of Authority in Predominantly Black Schools?
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?
Race and Academic Achievement in Racially Diverse High Schools
The authors investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school.
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.
School Ethnic Composition and Aspirations of Immigrant Students in Belgium
- 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?
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.
The Black-White Gap in Mathematics Course Taking
Analyze differences in the mathematics course taking of white and black students. Examine determinants of enrollment in math courses of Blacks in 10th
How Changes in Families and Schools are Related to Trends in Black-White Test Scores
Identify the relative contributions of changing family and school characteristics to the narrowing of the gap in black-white test scores over decades.
School Segregation Under Color-Blind Jurisprudence: The Case of North Carolina
Measure segregation in terms of uneveness in racial enrollment patterns both between schools and within schools.
Neotracking in North Carolina: How High School Courses of Study Reproduce Race and Class-Based Stratification
Does neotracking facilitate or hinder North Carolina’s goal of equity and excellence for all students? Is there a relationship between district and school demographics, students’ racial background and their course of study (COS) assignments?Does between- and within- school variations in COS placement result in greater or less race and social class stratification in opportunities to learn?
Peer Effects in North Carolina Public Schools
Estimate the relationship between peer characteristics and student achievement and to infer whether any such relationship is casual in nature.
Accelerating Mathematics Achievement using Heterogeneous Grouping
Evaluate subsequent completion of advanced high school math courses as well as academic achievement after providing an accelerated math curriculum.
Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence Across Countries
Estimate the tracking effects in the differences in outcomes between primary and secondary school across tracked and non-tracked systems in the world.
Segregation and the SAT
Analyzes how organizational features of school racial composition and tracks influence student’s opportunities to learn material covered on the SAT.
How Middle School Segregation Contributes to the Race Gap in Academic Achievement
Studies the effects of school racial composition on the academic outcomes of middle school students
Connecting Pieces of the Puzzle: Gender Differences in Black Middle School Students' Achievement
Explores the sources of variation in Black adolescent students’ academic achievement during Middle School.
Migration Background, Minority-Group Membership and Academic Achievement: Research Evidence from Social, Educational, and Developmental Psychology
Explores the impact on achievement of grouping students both within and between classrooms and schools based on their ability.
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.
Structuring Inequality: How California Selectively Tests Classifies, and Tracks Language Minority Students
Processes and consequences of state-mandated classification, selective testing, and tracking of language minority students.
Precarious Space: Majority Black Suburbs and Their Public Schools
Understand student achievement in public schools in majority black suburbs
Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992
Empirically examine several family-and school-based explanations for black-white and Latino-white test score differences over the past 20 years.
Within-School Segregation in an Urban School District
Examine patterns in and evaluate the severity of within-school segregation across ethnic groups, grades, boroughs, and years.
Addressing Institutional Inequities in Education: The Case of Advanced Placement Courses in California
Evaluate equality of opportunities that students of different races/ethnicities/social classes & communities have to participate in AP courses in CA.
Keeping Track: How Schools Structure Inequality
An analysis of how tracking in the American school system and its relationship to issues of inequality and excellence affected the education of junior and senior high school students in twenty-five US schools.
Elementary School Teachers' Perceptions and Attitudes to the Educational Structure of Tracking
Explores teachers’ attitudes and perceptions about tracking in three NY State public schools.
Math Acceleration for All
Discusses math acceleration and heterogeneous grouping. Summarizes study of a middle school program that eliminated math tracking.
Bridging Methodological Gaps: Instructional and Institutional Effects of Tracking in Two English Classes
Analyzes instructional and institutional effects of tracking in high and low track English classes
The Color Line in American Education: Race, Resources, and Student Achievement
Outline current disparities in educational access and illustrate relationships among race, educational resources, and student achievement.
Race, Social Class, and Academic Achievement in US High Schools
Looks at segregation within school,according to race,in core academic courses on student’s academic achievement & the race gap in each at the end of HS
Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification
Assess whether racially diverse high schools offer equal education and opportunities to students of different racial/ethnic groups
Tracking Trounces Test Scores
Benefits of de-tracking in U. S. high schools.
Closing the Black-White Achievement Gap: Instructional Strategies in Title I Schools
Studies the connection between student achievement in reading & the Black-White achievement gap, emphasizing different instructional strategies.
Tracking by Accident and by Design
Tracking in Japan, Germany and the US.