School Effects: Examining the Race Gap in Mathematics Achievement

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Shelly L Brown-Jeffy, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The gap in achievement between minority and non-minority students has become a national priority. To investigate the relationship between school racial composition and the race-based gaps in mathematic achievement, High School Effectiveness Study data on 3,392 students in 177 schools were analyzed. Multilevel analyses revealed that when at least half of the students in a school are Black or Hispanic, all student achievement is lower (for White as well as for ethnic minority students). Asian students’ achievement remains lowered until the percentage of Black and Hispanic students is less than 15%. However, schools that are 30–49% Black and/or Hispanic have more egalitarian achievement between White and Hispanic students. Although there is no one-size-fits-all model, this research does confirm that being in a school with a high a concentration of Black and Hispanic students lessens all students’ chances of academic achievement, even for students who otherwise should excel.

Additional Information

Language: English
Date: 2008
Racial differences, Education, Academic achievement, Achievement gap, Minority groups, Race, Mathematics achievement

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