- The finding of Black peer effects for White students does not replicate the Texas results.
- The relationship between Black peers and achievement in North Carolina is quite different than that found in Texas. The Black peer effect in for Black students in NC schools are much smaller than those in Texas, and in many models the Black peer effect is small and not statistically significant. In the case of White students, the North Carolina analysis shows larger Black peer effects than in the Texas data, in some cases equaling or even surpassing the peer effects for Black students.
- The NC analysis finds Black peer effects for White students, and in mathematics these effects are either equal to or stronger for Whites than Blacks.
- It does not appear that North Carolina black students who spend most of their elementary and middle school years in predominantly Black schools are significantly harmed -in terms of academic achievement- as compared to Black students in integrated schools.