School Effects: Examining the Race Gap in Mathematics Achievement

Articles

DOI: 10.1007/s12111-008-9056-3

Cite this article as:
Brown-Jeffy, S. J Afr Am St (2009) 13: 388. doi:10.1007/s12111-008-9056-3

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.

Keywords

Racial differences Education Academic achievement Achievement gap Minority groups Race Mathematics achievement 

Copyright information

© Springer Science + Business Media, LLC 2008

Authors and Affiliations

  1. 1.Department of SociologyUniversity of North Carolina GreensboroGreensboroUSA

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