Brown-Jeffy, Shelly
August 2006
Race, Gender & Class;2006, Vol. 13 Issue 3/4, p268
Academic Journal
This study, a multilevel analysis of 4,065 students from 219 schools in the High School Effectiveness Study, examines the association between school racial composition and the Black-White achievement gap in reading achievement during a time in history when American schools began to resegregate and achievement differences between White and non-White students began to widen. Results indicate that the Black-White gap in reading achievement in schools with less than 10% Black, Hispanic, and/or Native American students enrolled is substantial, especially in comparison to schools with 25-54% Black, Hispanic, and/or Native American students (where the Black-White gap is relatively small and all students have higher average reading achievement). Racial integration is beneficial for Black student achievement, especially in the racially diverse suburban school with a mix of Black, Hispanic, Native American, White and Asian students that most approximates the racial mix of the United States.


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